The Reality of Inclusive Culture in Public Schools in Saudi Arabia from the Perspective of Teachers

Abstract

     The current study aims to identify the reality of the prevailing inclusive culture in Saudi public Girls schools from the perspective of education female teachers in KSA. It also aims to reveal any differences in their responses according to the variables: years of experience and scientific specialization. To achieve the objectives of the study, the survey approach has been adopted using a questionnaire as the main tool for collecting the data. The sample consists of 100 primary school teachers including 54 participants are special education teachers and 58 participants are general education teachers. The questionnaire consists of 18 items distributed over three domains. The first domains is about knowledge and awareness of the requirements of inclusive education. The second domain is about inclusive educational practices and attitudes towards inclusive education.  The last domain is about the schools’ physical environment. The study has revealed that prevailing inclusive culture in Saudi public schools is high. The domain of awareness and knowledge of inclusive education and its requirements is moderate, whereas the domain of attitudes and inclusive practices is high. The domain of the school physical environment is moderate. The results of the study have also shown that there are statistically significant differences in the responses of study sample according to variable of the type of education which are in favour of the general education teachers, but there are no statistically significant differences in the responses of the study sample according to the variable of educational qualification or the variable years of experience.