Faculty Perceptions Of Integrating College Students With Intellectual Disability And Autism: Evidence From Saudi Arabian Universities

Abstract

Completing higher education is quintessential to ensure that students with intellectual disability (ID) and autism enjoy successful future outcomes. The integration of students with ID and autism in higher education inculcates the required knowledge, competencies, and experiences to prepare them for independent and successful life. This study investigated the perceptions of university faculty regarding integrating college students with ID and autism in Saudi Arabia. An online web questionnaire survey was conducted among 1,135 faculty members across 26 universities. Data were analyzed using descriptive statistics, comparing variances, and t-test. The results indicated that faculty members had positive perceptions about the integration of students with ID and autism, with significant differences only emerging between those who did and did not undergo disability-related training, suggesting that faculty members who underwent training had higher means in positive perceptions and, therefore, a higher level of willingness to engage with college students with ID and autism. Positive perceptions of university stakeholders can greatly enhance inclusive higher education for students with ID and autism, while positive faculty perceptions can influence various practices that create an appropriate educational venue in which to learn. To meet the needs of students with ID and autism, faculty members require continual special professional development. Colleges or universities that seek to increase the integration of students with ID and autism could develop and reform learning practices and environments for them and ensure supportive and appropriate practices.