In the last decade, inclusive education (IE) has become a trending topic in the Kingdom of Saudi Arabia. This small-scale, qualitative Saudi study reports on how some teachers view IE in their country and whether students with a disability (autism) could be educated in mainstream schools. Individual semi-structured interviews were conducted and recorded using a smartphone. The analysis of interview data identified three themes related to IE and the concept of mainstream schooling for students with autism. Findings showed that the participants had some knowledge and understanding of IE. However, whether students with autism could be taught by general education teachers in mainstream schools reported mixed results. Some teachers spoke positively about the possibility, while others focused on existing barriers. These included the need for general education teachers to receive specialised training and professional learning in the form of authentic mentoring networks, training in special needs education to link theory with practice and how the scarcity of classroom resources hampers quality educational experiences and outcomes for some students. These findings provide a starting point for further research into the emerging phase of IE in Saudi Arabia.

在过去十年中，全纳教育 (IE) 已成为沙特阿拉伯王国的热门话题。这项小规模、定性的沙特研究报告了一些教师如何看待他们国家的 IE，以及是否可以在主流学校接受残疾（自闭症）学生的教育。个人半结构化访谈是使用智能手机进行和记录的。对访谈数据的分析确定了与 IE 和自闭症学生主流教育概念相关的三个主题。结果表明，参与者对IE有一定的了解和了解。然而，在主流学校的通识教育老师是否可以教授自闭症学生的报告结果喜忧参半。一些教师积极评价这种可能性，而另一些教师则关注现有的障碍。其中包括通识教育教师需要以真正的指导网络的形式接受专业培训和专业学习，特殊需要教育培训以将理论与实践联系起来，以及课堂资源的稀缺如何阻碍一些学生获得优质的教育体验和成果。这些发现为进一步研究沙特阿拉伯 IE 的新兴阶段提供了一个起点。