Teachers’ Attitudes and Intentions Towards the Use of Inclusive Practices in Saudi Arabian Schools

This study investigated the attitudes and intentions towards the use of inclusive practices among teachers in Saudi schools, with a particular focus on the role of professional training in shaping these factors. Teachers are key to the implementation of inclusive education, and their training and attitudes are essential to effective teaching. Data were collected from 175 teachers, with participants completing the Attitudes to Inclusion Scale, Intention to Teach in Inclusive Classroom Scale, and Inclusive Practice Scale. The results indicate that teachers with more positive attitudes towards inclusion were more likely to express stronger intentions to teach in inclusive classrooms. The findings also highlighted the importance of professional development, emphasising the need for comprehensive training that addresses both theoretical and practical aspects of inclusion. There is a need for teacher training programmes that integrate both special education and inclusive teaching strategies to support teachers’ readiness to implement inclusive education in their classrooms.