Research Cluster

Saudi Teachers and Principals on Inclusion

This cluster looks at what Saudi teachers and principals think about including students with disabilities. It shows that special-ed teachers feel more ready than general-ed teachers, and principals like the idea but need more training. The studies say extra lessons and clear rules can help everyone feel more positive. A BCBA can use these findings to pick the right schools and train staff so kids get better ABA help in class.

19articles
2015–2026year range
5key findings
Key Findings

What 19 articles tell us

  1. Special education teachers in Saudi Arabia report stronger inclusive practice experience than general education teachers, indicating a training gap for gen-ed staff.
  2. Principal attitudes toward inclusion are positive but improve further with targeted special education training.
  3. AI-driven personalized instruction produced large academic gains for students with mild intellectual disabilities in Saudi schools within five weeks.
  4. Teacher belief in technology's educational value predicts classroom success with ed-tech more than technical skill level.
  5. Parents in Saudi Arabia support inclusive education but rank teacher preparedness as their top concern.
Free CEUs

Get 60+ CEUs Free in The ABA Clubhouse

Live CEU every Wednesday — ethics, supervision, and clinical topics. Always free.

Join Free →

Frequently Asked Questions

Common questions from BCBAs and RBTs

Research shows general education teachers receive less training in disability-specific strategies and classroom modifications. This is a training gap, not an attitude gap — gen-ed teachers who receive hands-on professional development report improved confidence and better inclusive practices.

Research shows Saudi parents broadly support inclusion, but their biggest concern is whether teachers are prepared to serve their children well. This makes teacher training not just a professional development issue but a family trust issue — visible, ongoing teacher skill-building helps parents feel confident in the placement.

Yes, in some contexts. Studies in Saudi Arabia found that AI-driven personalized instruction produced large academic gains for students with mild ID within five weeks. The key factor was personalization — adjusting difficulty and pacing to each student's level. Standard software without personalization is less likely to produce these gains.

BCBAs can consult with school leadership to establish clear, transparent team processes for placement, support planning, and progress monitoring. Research shows that inclusion breaks down when these processes are unclear. A BCBA who helps a school build consistent structures gives individual teachers and students a much better chance of success.

Research shows that teachers who believe technology has real pedagogical value — not just novelty — use it more effectively with students with ASD and other disabilities. Professional development should address both skills and beliefs. A teacher who sees ed-tech as genuinely useful will integrate it more thoughtfully than one who was simply told to use it.