The purpose of this study was to provide initial data related to the extent of inclusion of children with disabilities in schools in Saudi Arabia, and report facilitators as well as barriers affecting the children’s inclusion. The provided data can later be used by researchers and educators to improve inclusive practices of children with disabilities in schools.
A cross-sectional survey was used for this study. The survey included sections to report the children and the parent’s demographics, a validated questionnaire to examine the children’s quality of life, and questions to describe barriers. The data were analyzed using descriptive statistics and correlations. A total of 111 respondents met the inclusion criteria and were included in the analysis.
Most of the caregivers who completed the questionnaire were females (72%) with a bachelor degree (61%). The children's ages ranged from 3-18 years of age. The results showed that children with intellectual type of disabilities were the least included in schools, 98% of them were not included in schools . On the other hand, more than half of the children with physical disabilities (61%) were included in schools. The caregiver’s educational level and academic qualifications were significantly (p.05) related to the inclusion of children with disabilities in schools. The children’s diagnosis and inaccessibility in schools were significantly (p.05) related to inclusion. Some of the reported barriers by the caregivers included lack of high-quality care in schools to match the student's special needs (15%), inaccessible school facilities (14.7%), and inexperienced teachers in dealing with children with special needs (13%).
The findings of our study suggest that not all children have the same opportunities that facilitate their educational journey. Providing free education for children with disabilities and imposing mandatory policies to integrate children in regular classrooms are not enough to obtain favorable outcomes related to inclusion. Caregivers and educators must report the expected challenges for each child individually and outline solutions to overcome these barriers.
More efforts should be devoted to raising the number of children with disabilities in regular schools. Heath care professionals must advocate for the inclusion of children with disabilities and collaborate with educators to facilitate optimum educational experience.
children with disabilities
inclusion in schools
