Exploring Directors’ and Teachers’ Knowledge of Inclusive Education for Children with Autism Spectrum Disorder: A Pilot Mixed-Methods Study in Saudi Arabia

Inclusive education for children having autism spectrum disorder is considered as significant worldwide however, studies in Kingdom of Saudi Arabia regarding knowledge of inclusive measures possessed by school leaders and educators is insufficient. Understanding the attitudes and readiness of school leaders and teachers is vital for encouraging effective inclusion. The major purpose of this pilot study is to understand the feasibility of an extensive mixed-methods studies exploring the willingness, attitudes, and knowledge of school leaders and teachers regarding the inclusion of ASD children in mainstream schools of KSA. In this study, a mixed methods design was used. Quantitative data was gathered using an 18-item Likert-scale survey. 32 participants including 24 directors and 8 school directors from mainstream schools of Riyadh completed the survey. Qualitative data was collected employing semi-structured interviews with 6 respondents. Thematic analysis and descriptive statistics were developed. Findings showed a moderate knowledge level, and largely positive inclination towards inclusion. However, respondents revealed that there exist insufficient formal training and inadequate resources for successful execution. Feasibility analysis indicated appropriate recruitment potential and instrument reliability (Cronbach’s ? = .82).