Abstract Inclusive education in Saudi Arabia for students with intellectual disabilities is still progressing. This systematic review examined peer-reviewed studies that have been published from 2008 through 2023 in English and Arabic to gain a broad perspective on the status of inclusive education for students with intellectual disabilities in Saudi Arabia. This search yielded 11 studies according to defined criteria. Three thematic categories were identified throughout this review: teachers’ varying perspectives about inclusive education for students with ID, insufficient studies on student outcomes, and limited studies on the quality of the programs and assessments. Recommendations for improving future research and the practice of inclusive education have been outlined.
Alkhattabi et al. (2025) studied this question.