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Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective

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  • Rashed Aldabas

Abstract

Successful inclusive education for students with severe disabilities (SD) relies on the preparedness of their teachers. This descriptive study investigated special education teachers’ perceptions of their preparedness to teach students with SD in inclusive educational settings. A survey was sent to 382 teachers of such students. In general, findings indicate that participants were confident that they were prepared to teach students with SD in inclusive education. Findings also show that the lowest levels of confidence were reported by participants with the shortest working experience, participants who have taught students with moderate and severe intellectual disabilities and those with multiple disabilities, participants who have taught in the lower grades, and those who have already taught in general classrooms. The practical implications of the findings are discussed for supporting successful implementation of inclusive education for students with SD in terms of improving special education teachers’ preparedness.

Suggested Citation

  • Rashed Aldabas, 2020. "Special Education Teachers’ Perceptions of Their Preparedness to Teach Students With Severe Disabilities in Inclusive Classrooms: A Saudi Arabian Perspective," SAGE Open, , vol. 10(3), pages 21582440209, August.
    • Handle: RePEc:sae:sagope:v:10:y:2020:i:3:p:2158244020950657
    DOI: 10.1177/2158244020950657
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    References listed on IDEAS

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    1. Masood Badri & Ali Alnuaimi & Jihad Mohaidat & Guang Yang & Asma Al Rashedi, 2016. "Perception of Teachers’ Professional Development Needs, Impacts, and Barriers," SAGE Open, , vol. 6(3), pages 21582440166, August.
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    Cited by:

    1. Majed M. Alhumaid & Selina Khoo & Tânia Bastos, 2021. "The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia," Sustainability, MDPI, vol. 13(6), pages 1-13, March.
    2. Natalia Triviño-Amigo & David Manuel Mendoza-Muñoz & Noelia Mayordomo-Pinilla & Sabina Barrios-Fernández & Nicolás Contreras-Barraza & Miseldra Gil-Marín & Dante Castillo & Carmen Galán-Arroyo & Jorge, 2022. "Inclusive Education in Primary and Secondary School: Perception of Teacher Training," IJERPH, MDPI, vol. 19(23), pages 1-12, November.
    3. Anna Shutaleva & Nikita Martyushev & Zhanna Nikonova & Irina Savchenko & Vladislav Kukartsev & Vadim Tynchenko & Yadviga Tynchenko, 2023. "Sustainability of Inclusive Education in Schools and Higher Education: Teachers and Students with Special Educational Needs," Sustainability, MDPI, vol. 15(4), pages 1-18, February.
    4. Jorge Rojo-Ramos & Alejandro Vega-Muñoz & Nicolás Contreras-Barraza & Sabina Barrios-Fernandez, 2022. "Female and Rural School Students Show More Positive Attitudes toward Disability during Physical Education Lessons," IJERPH, MDPI, vol. 19(10), pages 1-9, May.
    5. Majed M. Alhumaid, 2021. "Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia," IJERPH, MDPI, vol. 18(24), pages 1-12, December.
    6. Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & María Mendoza-Muñoz & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Spanish Teachers’ Perceptions of Their Preparation for Inclusive Education: The Relationship between Age and Years of Teaching Experience," IJERPH, MDPI, vol. 19(9), pages 1-12, May.

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