Abstract
The inclusion of students with various levels of ability in mainstream classrooms is a worldwide trend. A shift in speaking about inclusion can be traced to the international agenda through such key documents as the Salamanca Inclusion Statement [1] and the UN Convention on the rights of Persons with Disability [2]. These international agenda items have encouraged the implementation of equal forms of education by emphasizing the importance of meeting the needs of children who are excluded or marginalized, including those with disabilities. According to its national educational policies, Saudi Arabia is among the countries seeking to move towards more inclusive schools. It is therefore important to find the best practice with which to implement the process of inclusive education. Because of the substantial role played by teachers in the implementation of an inclusive educational process, their understandings and attitudes are crucial to achieving successful inclusion.
This study aimed to interview 12 teachers who are teaching in inclusive classrooms in Saudi primary schools. These interviews sought to discover these participants' understandings regarding the implementation of inclusive education, and their views of students with disabilities. The data of this study's investigation were qualitatively analysed to provide in depth findings on the ways that teachers understand and implement inclusive education, and their attitudes to it. It also aims to provide insight regarding how teachers view students with disabilities who are included in inclusive classrooms. Primarily, the findings suggest that teachers' gender, experience, and level of education are important variables affecting their attitudes.