Teachers’ concerns about inclusive education for students with disabilities in Saudi Arabia

Inclusive education is globally recognized as a right for all students, yet it remains a complex challenge for educational systems. This study examined the concerns of 125 special and general education teachers in Saudi Arabia regarding inclusive education. Using a survey method, the findings revealed that inadequate school infrastructure and the lack of paraprofessionals were the teachers’ most significant concerns. In contrast, concerns related to attitudes toward students with disabilities, increased workload, and insufficient inclusive teaching skills were relatively low. No statistically significant differences were found based on gender, teaching qualifications, or experience. These results underscore the need to incorporate universal design into school facilities and invest in human resources to support the successful implementation of inclusive education in Saudi Arabia. Grounded in insights from teachers with direct experience in inclusive classrooms, this study offers valuable empirical evidence to inform policy and infrastructure reform in a region where inclusive education continues to evolve.