ABSTRACT

Integrating students with intellectual disability in mainstream higher education is an important step toward inclusivity and true diversity in education. To create effective environments for these students, it is imperative to understand the attitudes of the administrators and faculty members who will be guiding them. A random sampling method was used to survey twenty-eight administrators and 172 faculty members at King Saud University. The questionnaire focused on the integration of students with intellectual disability into higher education. The questionnaire was based on a previously validated questionnaire, and the data were analyzed using descriptive statistics and the Mann-Whitney U Test. The results found that the faculty and administrators had positive attitudes toward integrating these students, but there were concerns about the influences on non-disabled students’ educational quality and university changes. The implications of the study and future research directions are discussed to help improve postsecondary education.

摘要

将智障学生纳入主流高等教育是迈向包容性和真正多元化的重要一步。为了为这些学生创造有效的环境，必须了解将要指导他们的管理人员和教职员工的态度。随机抽样方法用于调查沙特国王大学的28名管理人员和172名教职员工。该调查表侧重于将智障学生纳入高等教育。该调查表基于先前验证的调查表，并使用描述性统计数据和Mann-Whitney U检验对数据进行了分析。结果发现，教师和管理人员对整合这些学生持积极态度，但有人担心这会对非残障学生的教育质量和大学变化产生影响。讨论了研究的意义和未来的研究方向，以帮助改善中学后教育。