BARRIERS AND REQUIREMENTS FOR IMPLEMENTING INCLUSIVE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITIES IN BURAYDAH, SAUDI ARABIA

This study aimed to identify the barriers and requirements for implementing inclusive education for students with intellectual disabilities in the city of Buraydah from the perspective of their teachers. A descriptive research design was employed, using a questionnaire developed by the researcher consisting of 25 items. The instrument included two main dimensions: the first examined barriers to implementing inclusive education, covering legal, conceptual, and attitudinal aspects; the second addressed the requirements necessary for implementing inclusive education. The sample comprised 148 teachers of students with intellectual disabilities working in special education programs in Buraydah. The findings indicated the presence of multiple barriers hindering the implementation of inclusive education for students with intellectual disabilities from the teachers’ viewpoint. These barriers were related to regulations, laws, and legislation; teachers’ concepts and knowledge regarding inclusive education; and teachers’ attitudes toward the concept and practices of inclusive education. The results also showed a high level of agreement among teachers regarding the requirements needed to implement inclusive education for students with intellectual disabilities. These requirements consisted of five key elements for the proper implementation of inclusive education: (1) enacting specific laws and legislation regulating inclusive education and its practices, (2) preparing and training teachers, (3) improving the school environment and its facilities, (4) adapting the general curriculum to meet students’ needs, and (5) providing adequate financial support. In addition, the results revealed statistically significant differences in teachers’ responses concerning the barriers to implementing inclusive education according to the study variables of years of experience, in favor of teachers with 16 or more years of experience, and educational stage, in favor of primary school teachers.