Attitudes of Saudi University Faculty Members and Perception of Institutional Preparedness for Students with Disabilities in Higher Education

Background/purpose. This study examines Saudi university instructors' perspectives on challenges, support factors, and readiness to include students with disabilities. The aim of this study is to identify the perspectives of Saudi university faculty members on accommodating students with disabilities, as well as to highlight the main barriers that prevent effective inclusion. Materials/methods. A quantitative descriptive cross-sectional design was adopted. Data was collected using a questionnaire administered to 52 faculty members who were selected using convenience sampling. The instrument measured four dimensions: (1) faculty attitudes toward students with disabilities, (2) differences in perception based on disability type, (3) Institutional support and faculty preparedness, (4) training needs and professional development. Results. Most faculty members showed positive attitudes towards the inclusion of students with disabilities; however, this attitude varied according to the nature of the condition. For example, 75% of teachers were confident in their students' academic abilities when they had physical limitations, but only 3.8% were confident in their students' academic abilities when they had mental health issues. Only 34.6% reported knowing about the university’s disability support unit, while 40.3% were uncertain about it. Conclusion. There needs to be a shift in legislation and a concerted effort from faculty members at Saudi universities to make sure that all students have equal access to higher education, regardless of their ability or disability. Universities must invest in structured training programs, increase awareness of support services, and strengthen institutional policies to ensure equal access and success for all students, regardless of the type of disability.