School teachers' attitudes toward inclusion of students with autism in Saudi arabia

The purpose of this study was to find out school Teachers’ attitudes toward inclusion of students with Autism. In addition, this study attempted to find out if there any significant differences in school Teachers’ attitudes with respect to Teachers’ (gender, position, education level, teaching experience, and contact with students with Autism) variables.391 general and special education teachers from various inclusive schools within the Jeddah in Saudi Arabia completed study instrument (Attitudes toward Inclusion of Student with Autism Scale) to determine their attitudes toward inclusion of students with Autism. An analysis of the collected data, using descriptive statistics and analysis of variance, indicated that the "Overall" school Teachers’ attitudes toward inclusion of students with Autism were slightly positive. The results also indicated significant differences in the Teachers’ attitudes depending on Teachers’ (position, education level, teaching experience, and contact with students with Autism), favoring special education teachers, more advanced level of education, less teaching experience, and those with previous contact with students with Autism.