Teachers’ perspectives on barriers of inclusion of autistic students in Saudi Arabia schools

The study aimed to identify barriers to achieve inclusion goals for Autistic students in the regular schools in KSA, from the teachers’ point of view according to variables (teacher gender, teacher qualification, and the stage at which he or she teaches).This study was based on a sample of (120) teachers (70 male and 50 female) of autistic children in inclusion programs for children with autism in regular schools in Riyadh. The questionnaire was applied through survey delivered via email and its results revealed that school administration barriers came in first place, followed by the barriers related to the families of students with autism disorder, then barriers related to autism, and last place was barriers related to society. There were differences of autistic students’ teachers in the first domain “barriers related to autism” and in the third domain “barriers related to school administration” in favor of females teachers. However, in the fourth domain “barriers related to society” were in favor of male teachers.