Teachers’ Perspectives on Quality of Learning for Students with Intellectual Disabilities: A Quantitative Analysis in a Post-COVID Setting in Saudi Arabia

This quantitative study investigated teachers’ perspectives on the quality of learning for students with intellectual disabilities (IDs) in the post-COVID-19 educational setting of Aljouf, Saudi Arabia (SA). Using a cross-sectional survey design, the researchers collected data from 157 teachers through a validated questionnaire. The data analysis showed that teachers strongly emphasised the importance of supportive and inclusive learning environments, individualised education plans (IEPs), and teacher preparedness for successful learning outcomes. Teachers also reported significant concerns regarding limited extracurricular opportunities. In addition, teachers’ perceptions varied significantly according to demographic characteristics, with teaching experience emerging as the strongest predictor of positive perceptions towards inclusive practices. Based on the analysis, the researchers identified persistent systemic barriers consistent with the social model of disability, as well as a clear preference for relational and collaborative pedagogical strategies over technology-centred approaches. The results provide empirical evidence that may inform targeted teacher development and inclusive policy reforms aligned with Saudi Vision 2030.