Saudi primary school teachers’ attitudes towards the inclusive of students with autism spectrum disorders in mainstream schools

Abstract EN

The purpose of this study is to investigate the influence of demographic variables on perceived efficacy of Saudi Arabian teachers who teach in inclusive primary schools.

The study focused on their perceived efficacy regarding teaching students with disability and in particular, those diagnosed with Autism Spectrum Disorder.

Using Teachers’ Efficacy for Inclusive Practices (TEIP) scale adopted from Sharma, Loreman and Forlin (2011), the study found that gender, age, educational area, years of teaching experience and having a friend with a disability have influential effect on the teachers’ perceived efficacy.

The paper concluded with directions for targeted professional learning to support the teachers to develop competency to teach all students with disability.