Saudi Arabia Special Education Teachers' Perspectives toward Obstacles to Educational Rehabilitation for Students with Intellectual Disability

Abstract

This study examined Saudi Arabia teachers' perceptions of obstacles to educational rehabilitation for students with intellectual disability (ID). An online survey was completed by 84 special education teachers of students with ID. Results show statistically significant differences in these teachers’ perspectives on the obstacles based on the grade levels they taught; there were no differences based on the other demographic variables studied (i.e., gender, level of education, and teaching experience). Moreover, the results show no statistically significant differences in teachers' perspectives on obstacles to educational rehabilitation related to demographic characteristics of gender, level of education, teaching experience, and grade level, compared to their views on other obstacles such as those related to (a) the tools used in educational rehabilitation, (b) school administration and equipment, and (c) students with ID. Also, there were no statistically significant effects of multiple demographic factors on teachers’ perspectives on overall obstacles.

Received: 10 May 2022 / Accepted: 27 June 2022 / Published: 5 July 2022