Perceptions of inclusion among students with and without self-reported learning disabilities in Saudi schools

Introduction This study examined perceptions of inclusive education among Saudi students with and without self-reported indicators of Specific Learning Disabilities (SLD), addressing limited evidence from Saudi schools. Methods A correlational design was used with 694 Saudi students in Grades 4–9. Participants completed Arabic-translated and culturally adapted measures of inclusion climate and self-reported SLD indicators. Descriptive statistics, Cronbach's alpha, confirmatory factor analyses (CFA), Pearson correlations, and independent-samples t -tests were conducted. Results Higher self-reported SLD indicators were significantly associated with lower perceived inclusion. Female students and those accessing resource rooms reported higher SLD indicators, whereas perceived inclusion did not differ by gender or resource room access. Elementary students reported higher perceived inclusion than middle school students. Discussion The findings highlight developmental differences in inclusion experiences and underscore the importance of fostering belonging in inclusive schools. They also provide practical implications for strengthening inclusive practices and promoting equitable participation in mainstream education.