Factors Related to Teachers’ Attitudes Towards the Inclusive Education of Students with Severe Intellectual Disabilities in Riyadh, Saudi

Alquraini

Country: Saudi Arabia

Classification: Intellectual

Year of Publication: 2012

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Study Type:
Quantitative Study

Sample Size:
303

The Research party:
King Saud University, College of Education, Department of Special Education, 3153 Wabrah Street, Alquaeq, Unit 3, Riyadh, 13515‐8046, Kingdom of Saudi Arabia

Main Idea or Research Questions:
This study was the first Saudi study that explored teachers' perspectives regarding inclusive education for students with severe Intellectual disabilities. It revealed that teachers had slightly negative perspectives on educating these groups of students in general education or public school settings, which emphasises the argument that the level of severity of disability negatively affects teachers' perspectives regarding inclusive education.

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