The Inclusion of children with Down’s syndrome in mainstream primary schools in Saudi Arabia: understanding the perspective of school principals

The inclusion of children with Down’s syndrome in Saudi Arabian schools is in a state of stress and confusion. School leaders have a critical role in improving inclusion, and they are also well placed to understand the challenges of their own schools. This research explores the perspectives of school principals on the inclusion of pupils with Down’s syndrome in mainstream Saudi schools and factors that affect it.This study consists of a qualitative study of inclusive schools (both government and ARAMCO) in the Eastern Province. Three methods were employed for data collection: interviews with a purposive sample of principals from 20 inclusive schools, the analysis of five government documents, and participant observation in five schools.The principals lacked knowledge about inclusion-associated policy, particularly regarding children with Down’s syndrome, which influenced their perspectives and had an impact on the strategies they adopted regarding inclusive learning for children with Down’s syndrome in their schools. Principals from government schools also reported unsuitability of school buildings and lack of funding for improvements, whereas ARAMCO school buildings were better designed for inclusion. For both types of schools, additional limiting factors included the profundity of the learning difficulties of children with Down’s syndrome and the training required by principals.Recommendations are also made regarding infrastructure, apparatus and resources that aid inclusion, and for measures to foster community awareness and leadership training. Collectively, it is hoped that this will result in the fruitful inclusion of children with Down’s syndrome within education and society in Saudi Arabia.