ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1630710
Teachers' Knowledge and Attitudes Toward Inclusive Education for Children with Autism in Mainstream Schools
Provisionally accepted
- Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
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Background: Inclusive education is a global priority aimed at ensuring equitable learning opportunities for all students, including those with autism spectrum disorder (ASD). Teachers' knowledge and attitudes play a pivotal role in the successful implementation of inclusive practices. In Saudi Arabia, limited research has explored these dimensions among special education teachers.Objective: This study aimed to assess the knowledge and attitudes of special education teachers in Riyadh toward inclusive education for children with autism in mainstream schools and to identify key demographic predictors influencing these variables. Methods: A descriptive crosssectional design was employed. A total of 321 special education teachers were recruited using a convenience sampling technique. Data were collected using a structured, self-administered questionnaire comprising three sections: socio-demographic data, a 15-item knowledge scale, and a 15-item attitude scale. Descriptive statistics, independent samples t-tests, ANOVA, and multiple linear regression analyses were performed using SPSS, with a significance level set at p < 0.05. Results: Findings revealed that teachers demonstrated a moderate level of knowledge (M = 3.29) and attitudes (M = 3.48) toward inclusive education. Significant differences were observed based on gender, age, educational qualification, teaching experience, and previous autism-related training. Regression analyses showed that female gender, higher educational qualifications, longer teaching experience, and prior autism training were significant predictors of both higher knowledge and moderate attitudes (p < 0.05). Conclusion: While teachers exhibited generally supportive views of inclusive education, key knowledge gaps and structural challenges remain. Targeted professional development and institutional support are essential to enhance the capacity of teachers to effectively include children with autism in mainstream settings.
Keywords: Inclusive education, Autism Spectrum Disorder, special education teachers, Teacher attitudes, Saudi Arabia
Received: 18 May 2025; Accepted: 04 Jul 2025.
Copyright: © 2025 Alassaf. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Mohammed Abdulrhman Alassaf, Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
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