This study investigated secondary school teachers’ perceptions of inclusive education for students with autism spectrum disorders (ASD) in general education classrooms in Riyadh, Saudi Arabia, where inclusive practices have largely been implemented at the elementary and middle school levels (Ministry of Education, 2017). With the Ministry of Education increasingly promoting inclusive education at the secondary level, understanding teachers’ perspectives is essential for effective policy and practice implementation (Hodges et al., 2020; Simpson et al., 2003). The study aimed to examine teachers’ general perceptions of inclusive education, their preferred placement options for students with ASD, and whether these perceptions differed according to selected demographic and variables. A cross-sectional survey design was employed using a convenience sample of over 2,000 secondary educators who completed an online questionnaire. Data were analyzed using SPSS through descriptive statistical techniques to identify patterns and group differences. Findings indicated teachers held slightly positive perceptions of inclusive education; however, most preferred that placement decisions be based on the severity of ASD symptoms. Significant differences in perceptions were observed based on years of teaching experience and level of education. These findings align with prior research suggesting teacher-related and contextual factors influence inclusive education related views (Al Jaffal, 2022; Chung et al., 2015). The study highlights the need for targeted training and professional development to strengthen inclusive education practices. Despite limitations related to convenience sampling, the findings provide large-scale evidence from the Saudi context and offer important implications for educators and policymakers aiming to improve inclusive education in secondary schools.

Authors:
Mohammed Al Jaffal, King Saud University, Saudi Arabia

About the Presenter(s)
Mohammed Al Jaffal, Associate Professor of Special Education at King Saud University; interests in autism, ABA, and inclusive education; currently researching evidence-based practices and PBIS.

See this presentation on the full schedule – Friday Schedule

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