Teachers' Perceptions of the Behavioural Problems among Regular and Disabled Students in inclusive Saudi Schools

Abstract

Many regular students and students who are diagnosed with disabilities are educated in inclusive schools in Saudi Arabia. These students and their teachers may face some difficulties related to their behavioural problems. The study aims to determine teachers’ perceptions regarding behavioural problems exhibited by regular students and students with disabilities and teachers’ perceptions about their schools’ related problems that they face in inclusive education. The study’s design was a descriptive study. The participants were 124 male and female teachers, who responded to an online survey. The main findings of the study indicated that regular students did not wish to play with students with disabilities, and they exhibit inappropriate verbal behaviours toward students who are diagnosed with disabilities and have behavioural problems. Students with disabilities showed overly sensitive behaviour and withdrawal behaviours in inclusive settings. Teachers referred that the schools may need to provide behavioural specialists. The study’s limitations and recommendations for researchers are mentioned.