Original Research

SAGE Open
April-June 2023: 1–11
Ó The Author(s) 2023
A Dialogical Inquiry of Elementary DOI: 10.1177/21582440231162056
journals.sagepub.com/home/sgo
School Teachers’ Perspectives on
Inclusive Education of Students With
Special Education Needs and Disability
(SEND)

Norah Alkhateeb1, Abdullah Alrubaian1 ,

and Deborah Tamakloe2

Abstract
Internationally, many countries have developed inclusive education policies to offer quality education opportunities to all stu-
dents. However, many teachers are still grappling with how to facilitate inclusive education in their general education schools.
Challenges to inclusive education have pointed to teacher perspectives and beliefs about the practicability of inclusive educa-
tion in general education classroom. This paper explored and discussed the perspectives of 70 Saudi comprehensive elemen-
tary school teachers who participated in a group online dialogical interview about their understanding of disability, inclusive
education, and considers how inclusion might work in their comprehensive schools. The findings revealed mixed understand-
ings of disability and inclusive education, and challenges that must be mitigated through dialogic professional learning to
improve their practice.

Keywords
dialogical inquiry, inclusive education, epistemologies, special needs, comprehensive schools

Introduction and tools required to put them on the path to commer-

cial success’’ (Kingdom of Saudi Arabia, 2017, p. 37).
The Salamanca Statement and Framework for Action The motivation for this study stemmed from the
on Special Needs Education (UNESCO, 1994) recom- Salamanca Statement and Framework for Action on
mends inclusive education as one of the best educational Special Needs Education and the Saudi Vision 2030 doc-
practices to respond to the diversity of needs of special ument. Access to quality education is the foundation for
needs student populations. Since 1994, many countries building an inclusive society and quality of life. Secondly,
have developed inclusive education policies to offer qual- teachers are the frontline runners in implementing any
ity educational opportunities to all students irrespective international or local policy on inclusive education.
of their birth circumstances and learning dispositions Therefore, their voices are essential to ascertain the effec-
(Alnahdi & Schwab, 2020; Faura-Martı́nez & Cifuentes- tiveness and challenges to their practice. In light of this,
Faura, 2022; Felder, 2021). The Kingdom of Saudi we focused our research on teachers’ perspectives.
Arabia developed a Vision 2030 framework in 2017 to
promote the equitable development of human and mate-
rial resources across the country. This vision includes
provisions for persons with special education needs and 1
Department of Special Education, Qassim University, Buraydah, Saudi
disabilities to receive full support to live a quality life. Arabia
2
According to the document, persons with disabilities will Department of Special Education, Millersville University, PA, USA
‘‘receive the education and job opportunities to ensure Corresponding Author:
their independence and integration as effective members Norah Alkhateeb, Qassim University, Buraydah, Saudi Arabia.
of society. They will be provided with all the facilities Email: [email protected]

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2 SAGE Open

Inclusive education has generated many controversies. Ashby (2017) argue that in removing barriers to partici-
For example, many people think of inclusive education pation for all students, increased attention must be paid
as the movement of all students with SEND into regular to the rights of all students to dismantle ‘‘traditional
schools (Opertti et al., 2014). SEND is an acronym for models of special education where the focus is on identi-
students with Special Education Needs and Disabilities, fication and remediation of difference’’ (p. 276). Indeed,
a term popularly used in the United Kingdom and the inclusive education is not about a physical place or iso-
Kingdom of Saudi Arabia. Despite the overlap between lated service delivery to students who are considered dif-
special education needs and disability, students with spe- ferent but a philosophical idea that underpins innovation
cial educational needs (SEN) do not necessarily have a in pedagogical practices within relevant contexts (Rood
disability. Special Educational Needs is a term used to & Ashby, 2017).
define students with a learning difficulty that is signifi- Calls for adopting inclusive education and educators
cantly higher than most students of the same age or dis- taking professional responsibility to address barriers to
ability and require special educational provisions to inclusive education have increased in the literature
attain their learning goals (Törmänen & Roebers, 2018). (Agbenyega & Sharma, 2014; DeVries et al., 2018;
On the other hand, disability describes a physical or Faura-Martı́nez & Cifuentes-Faura, 2022). However,
mental impairment with a substantial and long-term understanding educators’ fears, frustrations, and chal-
adverse effect on a person’s ability to perform daily lenges to implementing inclusion requires using meth-
everyday activities. Special needs education is aimed at odologies that support equity and social justice goals
using evidence-based information to implement effective (Felder, 2021; Zurbriggen et al., 2018). Education
pedagogy to benefit students who require them. focused on equity and social justice, in which inclusion is
The philosophical assumption underlying special defined, requires using epistemologies that support a col-
needs education is that ‘‘human differences are normal, lective reimagining of inclusive education (Farias et al.,
and that learning must accordingly be adapted to the 2019; Galheigo, 2011).
needs of the child rather than the child fitted to pre- The socio-political nature of inclusive education and
ordained assumptions regarding the pace and nature of social justice principles require critical reflection through
the learning process’’ (UNESCO, 1994, p. 7). On the dialog (Felder, 2021). When we engage truthfully, trust-
other hand, inclusive education removes barriers to fully, and respectfully in dialog, we can stimulate the
access and full participation of all students in education development and discovery of new knowledge to address
(Törmänen & Roebers, 2018). This follows the funda- complex problems that we face as social and political
mental principle that schools must allow all students beings (Gómez et al., 2011). The multiplicity of thoughts
with disability, special education needs and those with- offered through dialog enables individuals to develop
out disabilities, wherever possible, to learn together with shared solutions to inclusive education challenges (Farias
ongoing support (Farias et al., 2019; Rood & Ashby, et al., 2019).
2017). According to Törmänen and Roebers (2018), This article emerged from online dialogic interviews
‘‘inclusive settings offer diverse education, taking into with comprehensive elementary school educators in the
account every child’s unique developmental and educa- Qassim region of Saudi Arabia to share their views about
tional challenges. However, inclusion does not only refer students with disabilities and their access and participa-
to providing an educational support system for children tion in comprehensive schools. The term comprehensive
with SEN; it is increasingly seen more broadly as a schools mean mainstream or general education schools.
reform that supports and welcomes diversity amongst all This approach is innovative and transformative because
learners’’ and celebrates their rights (p. 83). It can be it departs from traditional workshops where experts
argued that the fundamental principle underlying inclu- deliver information to teachers (Farias, 2017).
sive education is to innovate school practices to meet the
needs of all learners.
Consequently, this universalist approach has meant
Inclusive Education in Saudi Arabia
that many schools accept students with SEND without The provision of educational services and social support
providing the necessary resources and qualified teachers for students with special needs has seen tremendous
to support them, leading to further exclusion (Munchan growth in the last 20 years (Alnahdi et al., 2019; Gibbs &
& Agbenyega, 2020). It also draws profound implications Bozaid, 2022). Coupled with increased support is the pro-
for inclusion as only suitable for a particular place. motion of inclusive education for students with SEND
Internationally, a deeper understanding of inclusive by the Ministry of Education. For example, reports from
education as the process of removing barriers to quality the Saudi Ministry of Education indicate that students
participation to enhance the educational achievement of with intellectual disabilities, hearing and visual impair-
all students is emerging (UNESCO, 2017). Rood and ments, and those with Autism within the mild to
Alkhateeb et al. 3

moderate groups who are in regular schools outnumber system as gender-segregated (Gibbs & Bozaid, 2022).
those receiving education in special institutions (Ministry These authors concluded that ‘‘for many students with a
of Education, 2012). On the contrary, Aldabas (2015) disability, participation in Saudi mainstream classrooms
identified that despite policies promoting inclusive educa- remains allusive’’ (Gibbs & Bozaid, 2022, p. 4).
tion in Saudi Arabia, most students with SEND are Considering these barriers, which continue to inhibit
receiving their education in segregated institutions and access and effective implementation of inclusive practice,
classrooms. it is essential to conduct this study to offer an opportu-
The Saudi 2016 Regulatory Guide for Special nity for participants to enter a dialog about inclusive edu-
Education (RGSE) developed by the Ministry of cation and access to comprehensive schools. In doing so,
Education described a few educational placement we can understand their perspectives and address issues
options for students with SEND, which include: ‘‘regular of concern regarding students with special needs acces-
classrooms with counselling teacher services, regular sing comprehensive schools in Saudi Arabia.
classrooms with itinerant teacher services, regular class-
rooms with resources room services, special classes in
general regular schools, or special education institutes Conceptual Framework
(internal – day)’’ (Alnahdi & Schwab, 2020, p. 3). Recent
This paper is conceptualized through dialogic talk to cre-
research indicated that most students with Autism and
ate a flexible and inclusive space for participants to talk
severe disabilities are not accepted into comprehensive
and listen to enhance their understanding of inclusive
schools; instead, they are educated in special schools or
education issues within their context. Conceptualizing
institutions (Alnahdi & Schwab, 2020). However, some
research in the epistemology of dialogic talk involves
students with learning disabilities (LD) receive their edu-
more than interviewees responding to interview questions
cation with typically developing peers (Alnahdi et al.,
posed by researchers (Dyer & Löytönen, 2012; Sullivan,
2019) in mainstream schools, while other students with
2012; Sullivan & McCarthy, 2005). Instead, it involves
special needs are educated in segregated special schools.
stimulating, extending understanding and deepening
knowledge on specific issues (Alexander, 2008). Shor and
Challenges of Inclusive Education Freire (1987), explain dialog further as,

Internationally, challenges to inclusive education are a moment where humans meet to reflect on their reality as
many and varied. Some notable challenges consistently they make and remake it. Something else: To the extent that
mentioned in previous research include the use of discri- we are communicative beings who communicate with each
minatory terminologies (Muzata, 2019), the lack of pro- other as we become more able to transform our reality, we
fessional knowledge of inclusive education (Duncan are able to know that we know, which is something more than
et al., 2021; Klibthong & Agbenyega, 2018; Makoelle, just knowing. [.] Through dialogue, reflecting together on
2014), workload (Gunn5órsdóttir & Jóhannesson, 2014), what we know and don’t know, we can then act critically to
leadership (Agbenyega & Sharma, 2014), teacher atti- transform reality (p. 13).
tudes (Cardona Moltó et al., 2010), and large class sizes
(Bhatnagar & Das, 2014) to mention a few. Studies have shown that critical dialogue gives confi-
In Saudi Arabia, where this study was conducted, dence to people to engage in knowledge-sharing activities
fixed weekly schedules under which schools work to edu- to unpack complex educational challenges and develop
cate students and inflexible curriculum which does not alternative solutions to advance the field of practice
provide options for a variety of activities have been iden- (Dyer & Löytönen, 2012; Shor & Freire, 1987). Dialogue
tified as critical barriers to inclusive practice (Almalki & is also seen as a tool for raising awareness on issues peo-
Abaoud, 2015; Alssissi, 2017). In addition, large class ple generally find difficult to talk about or change
sizes inhibit timely and adequate support from teachers (Freire, 1970). Using dialogue to research perspectives
to students (Alrayss & Algmeay, 2016; Alssissi, 2017; and practices regarding students with SEND and inclu-
Maghrabi, 2013). Besides, teachers have limited opportu- sion require researchers and participants to participate in
nity to innovate their teaching practices as they are talk interactions and generate questions, ideas and inno-
required by policy to stick to regimented teaching based vative ideas to improve practice (Farias et al., 2019).
on assigned textbooks, chapter-by-chapter (Alnahdi & Using dialogue in research provides an opportunity for
Schwab, 2020). Another author identified that inclusive cumulative learning; it is an epistemology or theory of
education in Saudi Arabia is challenged by inadequate knowledge grounded in subjectivity (Holquist, 2002),
physical and human support coupled with poorly orga- where those who engage in it have unrestricted opportu-
nized school structure and culture (Alruwaili, 2018). A nities to deepen their understanding of research issues
recent Saudi study described the Saudi Arabia education (Rowlands, 2018).
4 SAGE Open

The concept of inclusive education is not simply a experience about the study’s focus who were available
social justice issue; it is ideological, political, and critical and willing to participate and capable of communicating
(Har+ardóttir et al., 2021; Haug, 2017). Our politics are experiences and opinions to help us gain a sense of the
arrived at and informed by our experiences and identi- phenomenon of the study (Palinkas et al., 2015). To
ties. Therefore, it requires a democratic approach where recruit participants, we contacted comprehensive elemen-
multiple voices must be given the opportunity to be tary schools through email. The contact details of the
heard. Indeed, the intersubjective accounts that emerge schools were publicly available in the Ministry of
from critical dialogs enable us to better understand one Education register. The initial contact included attached
another’s views on inclusive education (Farias et al., permission application letters and explanatory state-
2019). Such emerging knowledge is valuable and fulfill- ments seeking permission from the principals to recruit
ing because the sharing and discussive pronouncements teachers who have teaching experience with students
are valued irrespective of who speaks. We investigated with special needs and disabilities as participants.
the following research questions: Following approval from principals, we sent a poster
containing detailed information about the project and
1. What are teachers’ conceptualizations of disabil- our contact details to be placed on their schools’ websites
ity and inclusive education? for 1 month for potential participants to contact us. All
2. What are the views of teachers regarding educat- the 70 participants who volunteered signed online con-
ing students with SEND in comprehensive sent forms prior to the online forum for the dialogical
schools? interviews.
3. What challenges to inclusive education are impor-
tant to the teachers?
Procedure
Method The online forum was organized into seven different ses-
sions with 10 participants in each session. This was to
In this study, we employed a qualitative method of dialo- offer an opportunity for every participant to speak. The
gic interviews to enable us to engage in deeper and collec- dialogical interviewing approach allowed the researchers
tive conversations about inclusive education concerning and participants to shift from a stimulus-response
students with SEN (Farias et al., 2019). The process we approach, which often dominates the traditional inter-
adopted allowed for multiple voices to be heard and vali- viewing approach. Dialogical interviewing, as a two-way
dated by shifting our authoritative positions as research- approach, led to gaining more insight into the partici-
ers to the state of power-sharing with our participants as pants’ perspectives and those of the interviewers. This is
co-constructors of knowledge (Alexander, 2008). particularly important in inclusive education research
Dialogical interviews are subject to multiple interpreta- because it allows for intellectual and personal exchanges
tions; hence, researchers in this tradition do not perceive and mutual reflection on the nature of the complex struc-
data as absolute truth; instead, data is seen as multiple tures, policies and practices in inclusive education.
representations of knowledge (Namdar & Shen, 2018; Inclusive education requires an open dialogical space
Van Someren et al., 1998). In this intersubjective account, where professionals and researchers together search for
the truth which fits the solution at the moment is proper understanding and knowledge of what concep-
extracted, explored further, and applied to specific issues tual, methodological and practical foundations may be
(Collins, 2016). Dialogical interviews created the oppor- most generative for the effective implementation of inclu-
tunity for participants and us to deepen our understand- sive education (Danforth & Naraian, 2015). Through
ing of inclusive issues by sharing our collective but dialogue, participants in this research brought to the fore
different experiences. their understandings, challenges and the resources that
best support inclusive education improvements. The
researchers informed the participants ahead of the inter-
Participants
view sessions by providing them with the interview
Seventy participants (27 Males and 43 females) from 25 prompts
different comprehensive elementary schools in the All the dialogical interview sessions lasted for 9 h and
Qassim region of Saudi Arabia were involved in the 10 min, with each session averaging 80 min. The dialogi-
study. The average age of the participants was 37.5 years, cal interview sessions started with the lead researcher
with teaching experiences ranging from 2 to 10 years. A welcoming the participants and other research team
criterion purposive sampling technique was used to select members. After introducing ourselves, the participants
participants for the study. This sampling technique was also had the opportunity to introduce themselves before
adopted to identify individuals with knowledge and the interviews began. Following the introduction, the
Alkhateeb et al. 5

principal investigator explained the purpose of the online author speaks not about a character, but with him’’ (p.
sharing session and the rules of interaction, for example, 63). Thus, our analysis began with a standpoint on parti-
respect for others’ points of view, then asked the partici- cipants’ troubles with inclusion, enabling us to speak
pants to share their personal stories and experiences with the research participants’ data rather than about
regarding teaching students with SEND. This was fol- them (Frank, 2012). This form of analysis is grounded in
lowed by a set of semi-structured questions for the parti- the proposition that ‘‘The truth about a man in the
cipants to express their views on specific items. These mouths of others, not directed to him dialogically and
include the concept of inclusion, the differences between therefore a secondhand truth, becomes a lie degrading
disability, impairment, and handicap, why teachers need and demeaning him’’ (Bakhtin, 1984, p. 59). In order not
to have adequate knowledge about students with SEND, to degrade what the participants said during the dialogi-
words often used to describe students with SEND in cal interviews, we committed ourselves to recognizing
Saudi Arabia, prominent people with disabilities in Saudi that any individual voice is a dialogue between voices. In
Arabia and whether it is a good idea to educate students the analysis, we were mindful that dialogue is not simply
with SEND in comprehensive schools. two or more participants talking during the interviews;
While the participants were speaking, we were mind- instead, a single voice is always constitutive of multiple
ful not to interrupt our views on the matter; instead, we voices (Frank, 2012). Therefore, we developed our analy-
became active listeners. After 50 min, we switched roles tic framework primarily to tell how the story of disability
so that participants could ask the other participants and and inclusion were built up in the interview conversa-
the research team questions based on the research prob- tions. In the process of the analysis, the transcribed data
lems. The sessions were recorded on the zoom platform, were coded for employability, rhetorical structure, and
downloaded, and later transcribed for analysis. All ses- coherence (Sullivan, 2012). In so doing, we focused
sions were organized in Arabic and translated into mainly on the structure of the participant’s statements or
English language for analysis. Some specific questions stories, the kinds of the genre they conveyed and the style
were: What were your experiences with students with of the text (Sullivan & McCarthy, 2005). Sullivan (2012)
special education needs? How would you define disabil- describes these as the style of whether they are dramatic
ity? What does inclusion mean to you, and why is it or poignant and how they fit a wider plot. Taking a criti-
important to you? Can you tell us more about how you cal stance, we considered the data sets as an opening of
feel about including students with SEND in comprehen- possibilities for us to enter different understandings
sive schools? What makes you accept or not accept stu- about issues concerning disability and inclusion.
dents with SEND into comprehensive schools? These
questions instigated deep reflection and critique of prac-
Findings
tices and their support systems, including students with
disabilities. Dialogic talk enabled the participants and us Defining Disability
to attain a mutual understanding of the research objec- When asked to define disability and associated terms, the
tives (Alexander, 2008). Research has demonstrated that participants provided different terms which reflected
the use of dialogue in interviews develops individual and social and political meanings within their context. Some
collective reasoning directed toward problem-solving of the definitions signify medical interpretations that con-
(Littleton & Mercer, 2013). sider disability a disease, saying, ‘‘disability refers to the
inability to walk. A person’s inability to walk is a disabil-
Data Analysis ity because of a disease in the person.’’ Others noted that
‘‘disabilities are the functional consequence of impair-
Data were transcribed from Arabic to English by the ment. A Person has a functional limitation due to his or
researchers. To minimize this limitation, we adopted her impairment.’’ Some other participants look at disabil-
back translation techniques by looking for equivalents ity from a handicapping point of view. For example, par-
by translating items from the source language to the tar- ticipants defined disability as ‘‘impairment, and loss of
get language and independently translating these back body part or abnormality from the norm.’’ They stressed
into the source language (Ercikan, 1998). This allowed us that persons with disability have an ‘‘inability to move
to compare and verify the discrepancies in meaning, their legs easily at the joints and unable to bear weight on
revise the transcripts and include important points that the feet’’ or ‘‘abnormalities of body structure and appear-
were missed. According to Sullivan (2012, p. 8), ‘‘qualita- ance or of organ and system functioning, resulting from
tive data analysis is broadly concerned with systemati- many causes.’’
cally interpreting what people say and do.’’ We used a In another group, disability was defined as ‘‘being
Dialogical Narrative Analysis (DNA) approach to ana- handicapped that this person faces disadvantages that
lyze the data. According to Bakhtin (1984) in DNA, ‘‘the prevent him or her from performing a normal role in life,
6 SAGE Open

such as not being able to climb stairs anymore. The disability assessed. They fear the diagnosis because of those
person cannot perform a normal role at home, school, words because they will affect the students negatively, it is like
and in the community.’’ Conversely, one participant sarcasm or stigmatisation.
argued that ‘‘basically society and the physical environ-
ment are what make people handicapped.’’ This defini- Others reiterated that the ‘‘choice of words can mean a
tion reflected the social model of disability which has an lot of different things for people with disabilities or for
implication for removing barriers to the participation of other people around them’’ and that when ‘‘we choose
all learners. Indeed, the multiple definitions obtained the right words, they will have a positive effect’’ on stu-
through dialogic talk point to critical issues associated dents with SEN. Conversely, a participant noted, ‘‘I do
with inclusion because an inadequate understanding of not think the words I chose affect other people; they
the concepts of disability can lead to negative attitudes must learn to live with society.’’
and a lack of acceptance of persons with disability into
comprehensive schools.
The Importance of Learning About Disabilities/
Students With SEN
Defining Inclusive Education Participants discussed the importance of having adequate
When asked to define inclusive education, various defini- knowledge of students with disabilities. Some partici-
tions emerged. Some participants define it as ‘‘placement pants explained that it is essential ‘‘to know the charac-
of students in special education classes located on inte- teristics and how to work with them,’’ Others believed
grated school sites’’; ‘‘placement of a student with disabil- that ‘‘if you want to integrate them into the education
ities into ongoing activities of regular classrooms so that process, you need to discover them early, especially in
the child receives education with nondisabled peers even the kindergarten stage.’’ Interestingly, some participants
if special education staff must provide supplementary were of the view that studying students with disabilities
resource services’’, and ‘‘total integration of a student should not only be,
with disabilities into the regular education program with
special support’’ and ‘‘inclusion explains how students about the teacher having knowledge of the characteristics of
with disabilities are served and treated in the school.’’ the student, but also the student’s abilities and individual dif-
ferences, knowing what their different disabilities are and their
classification and how they learn.
The Power of Words
Participants were asked to talk about words often used Other participants described the importance of school
in the Saudi context to describe students with SEN and principals’ knowledge of disability by saying:
if these words have any implications for students’ access
School principals and teachers play an important role in the
to comprehensive schools. Many of the participants
special education process, so they must learn about disabilities
included words like ‘‘students with disabilities,’’’ ‘‘dis-
and guide their teachers. If the principal and teacher are famil-
abled students,’’ ‘‘Autistic boy/girl,’’ ‘‘handicapped stu- iar with the concept and practice of special education needs,
dent,’’ ‘‘student suffering from disability’’ and ‘‘special they can work together to provide services to different types of
needs student.’’ Most participants agreed that each of students.
these words affects how other people relate to students
with SEN. Arguably, some participants perceived their role as a les-
ser position to those of their principals hence suggested
Words have very large affect. Words affect people who do not that ‘‘to ensure schools work efficiently, then it is neces-
suffer from any disabilities and people with disabilities. Words sary to mandate principals to have a deeper knowledge
affect them and affect the way others see them, especially the
of special education and inclusive services so that they
family is affected, and some families believe in those words
can verify that they are appropriately implementing ser-
especially if you say something like handicapped, people tend
to focus on what is wrong with the student. vices for students with disabilities.’’ Indeed, this knowl-
edge is seen by participants as a prerequisite for the
Others noted that saying words like, ‘‘suffering from dis- effective implementation of inclusion.
ability makes people to focus on the person as a sick per-
son experiencing pain from an illness or disease.’’
Access to Inclusion in Comprehensive Schools
Similarly, some participants noted:
Generally, participants discussed that in the current cen-
because of the use of words like disabled, handicapped, and tury, good care and positive attention are being given to
Autistic child some families refuse to have their children with people with disabilities and that Islam has been
Alkhateeb et al. 7

concerned with the care and rights of people with disabil- Similarly, others said, ‘‘not all students can attend com-
ities for more than 1440 years. They emphasized that prehensive schools.those who can learn with little sup-
Islam guaranteed their rights and ways to treat persons port, yes, they should be included, but severe ones are
with disabilities with respect, and since the 1970s, posi- better to go to special education school.’’
tive attitudes to persons with disabilities have increased.
They argued that these positive attitudes have led to sup-
porting and recognizing the achievements of persons Facilitating Inclusive Education in Saudi Arabia
with disabilities. Participants named prominent people Participants discussed the future of inclusive education
with disabilities within Saudi Arabia who distinguished and its implementation in Saudi comprehensive schools.
themselves in various fields to support their argument. In general, they mentioned creating awareness in the
For example, Abdul-Aziz bin Baz held the post of a community, training teachers, providing adequate sup-
judge of Al Kharj, Grand Mufti of Saudi Arabia port for students and families, and preparation of schools
President and member of the Constituent Assembly of prior to accepting students with SEND. They argued that
the Muslim World League and was awarded the King inclusion is a right; therefore, it is the responsibility of
Faisal International Prize for Service to Islam. ALL community members to support transformative
Muhannad Aboudia’s (an inventor) and Sultan Al-athel attitudes toward students with disabilities. For example,
owned several companies with nearly 10,000 employees. some participants stated that ‘‘removing barriers to full
However, when participants were asked if students participation and making learning meaningful must start
with disabilities/special education needs should be with the school management.then to teachers.’’ In addi-
included and educated in comprehensive schools, this tion, participants called for rethinking and restructuring
question generated conflicting perspectives. Some parti- school cultures, structures, and practices. One participant
cipants agreed that inclusive education can benefit echoed that ‘‘our school practices lacked flexibility.we
‘‘every child because each child can learn if the learning need to follow the textbook as prescribed by authorities.’’
method is provided differently.’’ Another participant Besides these, the participants mentioned safe and
reiterates that ‘‘the benefits of being in comprehensive responsive learning environments, equity, and social jus-
schools can challenge teachers to improve teaching to tice as the panacea for successfully including students
help them.I am ready for the challenge.’’ This position with SEND in comprehensive schools.
is supported by another participant, ‘‘yes, a good idea to Regarding educational policies, participants were
include them, but before that, general education teachers interested in seeing more emphasis placed on ‘‘the
must have intensive workshops or training courses to rights of students with SEND and in ensuring these
learn how to teach them.’’ Others argued that ‘‘all stu- rights are translated into providing appropriate services
dents, irrespective of their nature of disability should be and care for people with disabilities.’’ Another partici-
included, it is one of their rights.’’ pant opined, ‘‘I want to see that soon the rights of all
In contrast, one participant reacted by saying: students with SEND are guaranteed by providing free
and appropriate education in the least restrictive envi-
Despite the positive impact of inclusion, which appears to be ronment, such as inclusive education.’’ They believed
an educational system worth striving for, I think you don’t that inclusion in comprehensive schools would work
know what you are talking about; it is not easy to let every only if teachers had in-depth knowledge of inclusive
child with a disability attend comprehensive schools.I have practice and ongoing professional support. For exam-
seen some children with disabilities in my school, but not all ple, a participant claimed: ‘‘it is not because teachers
were learning, some were isolated, and nobody was able to
don’t like students with disabilities that is why they
teach them anything.
don’t want them in the comprehensive schools. It is all
about fear.that you will be criticise for poor perfor-
Supporting these statements, other participants rejected
mance.that your students are not making progress.’’
the idea of including all students with disabilities in com-
Another participant indicated that ‘‘if we protect the
prehensive schools arguing:
legal rights and interests of teachers by giving the ade-
quate support that they need, they will feel relax and
Creating a suitable learning environment for them is very dif-
ficult in comprehensive schools, and this may have a negative willingly accept and teach students with disabilities.’’
impact on their learning. Although it is possible to integrate These perspectives demonstrate that there is potential
some categories of people with disabilities, full inclusion might for successfully implementing inclusive education in
not provide the best learning experience for the special-needs Saudi Arabia if the voices of teachers regarding their
child (children with disabilities) or the other children in the concerns and fears are listened to and adequately
class. addressed.
8 SAGE Open

Discussion context (Collins, 2016). These findings are consistent

with previous studies, which highlight that the words we
This study sought to explore comprehensive elementary
use to describe people with disability can inspire or
school teachers’ perspectives regarding inclusive educa-
demotivate those labeled with those particular words
tion. Through dialogical interviews, 70 teachers in seven
(Algraigray & Boyle, 2017; Lauchlan et al., 2017).
groups shared their understandings of disability and inclu-
Also, the current climate of change in Saudi Arabia,
sive education and their perspectives on students with dis-
where the rights of persons with disabilities are being
abilities studying in comprehensive schools. Through these
enshrined in policy documents (Alruwaili, 2018), is an
discussions, teachers told stories about perceived chal-
important time that careful attention can be paid to the
lenges to inclusive education and identified ways to pro-
use of words in policy and curriculum documents. This
mote the implementation of inclusive education in Saudi
means, yearning for a depth of understanding of disabil-
elementary comprehensive schools. As the Saudi Ministry
ity and inclusion (Duncan et al., 2021). Inclusion is about
of Education is pushing toward inclusive education with
the present and the future of all students; thus, rethink-
increased policies in this area (Alruwaili, 2018), this has a
flow-on effect on teachers who are then required to trans- ing what students with disabilities would become should
late these policies into practice (Duncan et al., 2021). be part of the central determinant factor for developing
The findings from the different stories indicate that the teachers to embrace inclusive education.
participants have different understandings of disability. The findings also indicate that the participant teachers
While some participants associated disability with disease must fully understand the concept of inclusive education.
and incapability, others view disability as a consequence Teachers’ understanding described inclusion as integrat-
of social and cultural barriers. The view that disability is ing or moving students with disabilities into mainstream
a disease has a medical connotation or terminology schools. Interestingly, the participants’ definition did not
(Muzata, 2019). According to Goering (2015), ‘‘a stan- encompass removing barriers to participation, although
dard medical approach, indeed a common lay-person’s some agreed that inclusive education is a right for all stu-
approach, to thinking about disability involves viewing it dents. A recent paper authored by Faura-Martı́nez and
as a problem that exists in a person’s body’’ (p. 134). Cifuentes-Faura (2022) in the European Journal of
Alternatively, disability conceptualizations in the Special Needs Education, described inclusive education
social model hold promise as the focus is not on the stu- as an educational process of ‘‘meeting the common and
dent with a disability as a problem or deficit to be fixed. specific needs of people with Special Educational Needs
Instead, attention is directed toward removing societal and Disabilities (SEND) with quality and equity, wel-
barriers that limit the participation of students with dis- coming all students into the educational institution,
abilities in inclusive schools (Goering, 2015). We argue regardless of their personal or cultural characteristics’’
that since teachers have the potential and the possibility (p. 1).
to shape students into the future, their understanding In this study, while some participants spoke positively
and views about disability are critically important. about accepting students with disabilities into compre-
Significant is also the identification of pejorative words hensive schools, others expressed that including students
still in use among some Saudi teachers that the partici- with disability in comprehensive schools will jeopardize
pants revealed. Terms like ‘‘handicapped, epileptic child, effective teaching and learning. The notion that having
autistic students and disabled students’’ have the power students with SEND in general education classrooms is a
to damage the identity of students with SEND. barrier to effective learning is the consequence of concep-
The prevailing disability discourses echoed by these tualizing disability as within a child problem that must
participants draw attention to how teachers within the be fixed (Muzata, 2019). It is argued that when disability
Saudi context think about disability. Negative discourses and inclusive education knowledge reside outside teach-
about disability have the potential to endorse the conti- ers’ experience, it is futile to expect them to accept and
nuation of segregated or pull-out education (Muzata, support students with disabilities in their schools (Rood
2019; Rood & Ashby, 2017). However, a real opportunity & Ashby, 2017).
exists for teacher educators to use a dialogical approach Indeed, the reservations expressed by the participants
to professional learning for teachers to gain deeper were also linked to inflexible practices and a lack of ade-
insights into the power of words and their effect on stu- quate support. These were pointed out in several other
dents (Van Someren et al., 1998). Dialoguing with teach- studies (Algraigray & Boyle, 2017; Alnahdi & Schwab,
ers respectfully to deepen their knowledge and practice of 2020; Alrayss & Algmeay, 2016; Alruwaili, 2018; Alssissi,
inclusion is a social justice endeavor (Felder, 2021). 2017; Maghrabi, 2013). If we count the years from 1994
It is argued that intersubjective knowledge, that is when UNESCO launched the Salamanca document on
obtained through dialog, is a powerful tool for trans- special needs education and inclusion, we can argue that
forming challenges into ideas that fit the solution in a making schools accessible to all is long overdue. We need
Alkhateeb et al. 9

to see inclusive education as an urgent educational mat- Conclusion

ter that must be fixed now; the future of students with
This study has used dialogical interviews through the
disabilities cannot wait any longer.
online zoom platform with Saudi comprehensive elemen-
tary school teachers to understand their views about
inclusive education of SEND. Comprehensive schools,
Implications for Practice
as public institutions, ‘‘are obliged to guarantee the right
By implication, teachers who view disability as a disease to education to everyone’’ (Faura-Martı́nez & Cifuentes-
may think that students with SEND require special treat- Faura, 2022, p. 5). Therefore, all teachers and school
ment or fixing before they can function in inclusive com- leaders who work in these schools should be developed
prehensive schools. Although not all students with to understand the concept of inclusive education of stu-
disabilities will have medical issues, within the child con- dents with SEND (Agbenyega & Sharma, 2014). This
structed meaning of disability can predispose teachers to understanding would help transform their dispositions
oppose inclusion because of their focus on functional lim- toward inclusive education of students with SEND.
itations to further disadvantage students (Algraigray & Without developing teachers, the strong commitment by
Boyle, 2017). The big question is, in the absence of teach- the Saudi government to making schools inclusive
ers who are willing and have the skills and knowledge to through the mobilization of resources for inclusion
teach students in comprehensive schools, how do we go on would be challenging to achieve. To change this situa-
with inclusion? Therefore, training teachers to use people- tion, policymakers and school leaders must dialog about
first language may convey dignity and respect to students policies, activities and practices of inclusion that meet
with disability. When students feel respected, they feel a students’ needs in the Saudi context. In addition to
sense of belonging to the educational process. Respect can resources and policies, training of teachers must include
only be realized through quality education and learning practices that encourage contact with students with
support. It means transforming teacher dispositions SEND. This may contribute novel ways to understand-
through a deeper understanding of inclusive education ing students’ capabilities with SEND and the best ways
(Farias et al., 2019; Galheigo, 2011; Opertti et al., 2014). to include and support them in comprehensive schools.
This study has demonstrated that teachers need the
opportunity to frequently dialog with teacher educators,
Declaration of Conflicting Interests
students, and policymakers as the claim to inclusive
understanding can only come through such engagements The author(s) declared no potential conflicts of interest with
(Faura-Martı́nez & Cifuentes-Faura, 2022; Rood & respect to the research, authorship, and/or publication of this
article.
Ashby, 2017). Studies stressed that dialog gets teachers
to think of a problem differently and to find solutions
through multiple ideas. Funding
The author(s) disclosed receipt of the following financial sup-
port for the research, authorship, and/or publication of this
Limitation article: The authors gratefully acknowledge Qassim University,
represented by the Deanship of Scientific Research, on the
This study is limited in several ways. First, the study was
financial support for this research under the number (10165-
conducted in one geographical region of Saudi Arabia; coe-2020-1-3-I) during the academic year 1442AH/ 2020 AD.
therefore, it is impossible to assume that this study’s
findings apply to all school settings and teachers in that
country. Secondly, we used a qualitative approach exclu- ORCID iDs
sively to generate data for this study. If we had combined Abdullah Alrubaian https://orcid.org/0000-0002-7733-6931
surveys with qualitative dialogical interviews, different Deborah Tamakloe https://orcid.org/0000-0002-3802-3334
dimensions of inclusive practice perspectives would have
emerged to give us an extensive understanding that could Supplemental Material
inform policy and practice in this area. This study pro- Supplemental material for this article is available online.
vides insights into critical issues confronting inclusive
practice in Saudi Arabia’s comprehensive schools.
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