Toward effective deaf inclusion: exploring general education teachers' needs in saudi inclusive schools

Abstract

This study investigated the perspectives of general education teachers regarding the needs required for effectively including deaf students in inclusive education classrooms. Qualitative data were generated through semi-structured interviews with eight general education teachers employed in mainstream schools that formally enrols deaf students. The findings demonstrated a clear and consistent recognition of essential needs across three interconnected domains: training and knowledge development, school environment and support service improvements, and reform of relevant regulatory and legislative frameworks. The study underscores the necessity of developing comprehensive pre-service and in-service training programs, adapting educational environments to better accommodate teachers working with deaf learners, and strengthening the implementation of inclusive education policies. Equally critical is enhancing teachers' conceptual understanding of inclusion, particularly its distinctions from integration and mainstreaming, as a foundational prerequisite for effective and sustainable inclusive practice.