Abstract

The purpose of this research is to facilitate the development and understanding of inclusive
education for students with Autism Spectrum Disorder (ASD) in Saudi Arabia. The study is
located within Riyadh, a city in Saudi Arabia. The culture and religion of Saudi society are
central themes in this study. ASD is a complex disorder due to its characteristics, which
include a lack of social skills, communication difficulties, and behaviour problems. A range
of qualitative methods were adopted; interviews with twenty general education teachers (GT)
and special education teachers (SET) as well as participant observation in five schools. The
research seeks to identify the attitudes and practices of primary school teachers in terms of
their support for children in mainstream schools. The study shows that teachers are mostly
supportive and have positive attitudes toward the inclusive education of learners with ASD.
The study shows barriers to inclusive education, for example, lack of time, overcrowded
classrooms, curriculum, attitudes, lack of training, teaching methods and school environments
and the extent to which mainstream school buildings and classrooms are suitable for
inclusion of students with Special Educational Needs (SEN) in general and, more specifically,
for students with ASD. Another factor that emerged from the study to support inclusive
education was peer tutoring. All the teachers involved in the study are qualified in education
but they need additional training and knowledge about inclusion and ASD. Finally, the study
provides some practical recommendations as well as some ideas for future research and other
activities.