Investigating the Nature and Implementation of Governmental Policies on the Inclusion of Students with Mild/Moderate Disabilities in General Education Settings in Saudi Arabia
Keywords:
Inclusion, Inclusive Education, Special Education, special education policyAbstract
The government of Saudi Arabia has made significant efforts to provide inclusive education for students with disabilities. Inclusive education enables students with disabilities to receive the educational services and opportunities alongside their non-disabled peers. However, educational systems across the world face challenges in achieving effective inclusion. This study examines the extent to which existing educational policies in Saudi Arabia encourage the inclusion of students with mild to moderate disabilities in general education classrooms, focusing specifically on the perspectives and lived experiences of special education teachers working in elementary schools. Using Interpretative Phenomenological Analysis (IPA), the study analyzed semi-structured interviews with seven special education teachers. Findings identified four superordinate themes: (a) varied depth in understanding and inconsistent implementation of inclusion policies; (b) greater need of institutional and administrative support; (c) instructional and pedagogical challenges; and (d) social and psychological dimensions of inclusion. Results revealed systemic gaps including policy ambiguity, insufficient professional training, inadequate resources, and limited administrative support.
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