Challenges and Experiences of High School Teachers with Students Having Intellectual Disabilities in Inclusive Classrooms in Saudi Arabia

The paper’s motivating concern is whether teachers are adequately trained, prepared and resourced for the integration of students with intellectual disabilities into “inclusion” classrooms. A brief history of the emergence of the inclusive classroom model in Saudi Arabia is provided. Methods: This study utilizes a phenomenological approach. Three purposively selected teachers were interviewed using a semi-structured interview method that focused on the themes of training, classroom experiences, pedagogical challenges, and evaluations of personal preparedness and effectiveness. Analysis of data was conducted by descriptive categorization. Results: The interviews revealed that the teachers received limited professional preparation for teaching in inclusive classrooms; that before classroom integration, they had little general experience of students with intellectual disability; that their experiences with students in inclusive classrooms are proved challenging, but could spur creative adaptation with the assistance of specialised “resource rooms”; nonetheless, teacher training for inclusive classrooms was insufficient. Conclusion: Despite good policy intentions, greater attention needs to be paid to resourcing of teachers, both in training and in classrooms, if the inclusive classroom model is to reach its potential in Saudi Arabian schools.