Exploring Inclusion, Disability and the Label of Intellectual Disability: Saudi Teachers’ Experiences and Perspectives

This study aims to critically explore how Saudi teachers understand the phenomena of inclusion, disability and the label of intellectual disability. It also seeks to research the extent to which the two implemented models of inclusion/special education in Saudi mainstream schools respond to the academic and social requirements of disabled learners, to uncover the disabling barriers and to offer suggestions for ending or, at least minimising, inequalities and exclusion of children labelled disabled from and within Saudi mainstream schools. Drawing on theories from a range of disciplines, including educational psychology, critical disability studies and education theory, I explored these issues through conducting in-depth semi- structured interviews with 31 participant teachers on an individualised basis. My thematic analysis has generated four key findings. First, the vast majority of participant teachers have misconceptions around inclusion, disability and the label of intellectual disability. They conflate integration and inclusion, locate ‘the problem’ of disability within-child and view people labelled with intellectual disabilities as ‘unable’ thus less than human. Second, participant teachers have different views about the two models of inclusion/special education implemented in schools where they teach. They have positive viewpoints about the mainstream classrooms model but negative perspectives about the self-contained classrooms model. Third, the analysis also uncovers that mainstream schools where participant teachers teach are fettered with disabling barriers and practices and that the Saudi education system are bound up with ableism. Fourth, to eliminate or, at least reduce, inequalities and exclusion of people labelled disabled from and within Saudi mainstream schools, participant teachers suggest raising awareness, creating an inclusive space for all, reviewing, enforcing and developing inclusive policies and regulations and promoting the core values of inclusive education. I also offer further recommendations for the Saudi Ministry of Education to take into consideration in Chapter 8 (section 8.5).