Graduation Year
2026
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Curriculum, Instruction, and Learning
Major Professor
David Allsopp, Ph.D.
Committee Member
Lyman Dukes, Ph.D.
Committee Member
Brenda Walker, Ph.D.
Committee Member
Jennifer Wolgemuth, Ph.D.
Keywords
Self-Determination Inclusive Education, Intellectual Disabilities, Teachers of Intellectual Disabilities
Abstract
Literature indicates that self-determination is critical for success in all aspects forstudents with intellectual disabilities. Nonetheless, gaps remain in research on self-determination in the KSA special education context, and the implementation of practices for teaching self- determination skills is notably constrained. As a result, this qualitative study explored the perspectives of special education teachers in the Kingdom of Saudi Arabia on the concept of "self-determination" among students with ID in inclusive education, and examined their perceptions of the significance of incorporating these skills into instruction for students with ID. Data was collected through semi-structured interviews. The data were analyzed using thematic analysis. The findings of the current study revolve around several key themes, including: (1) Significant challenges facing the implementation of inclusive education in the KSA, including teachers’ negative perceptions of the inclusive of individuals with ID, the gap between theoretical knowledge of inclusive education and its practical application, and shortcomings in regulatory policies and systems, (2) A lack of understanding among participants regarding the concept of self-determination, and (3) Teachers mostly achieved self-determination skills through implicit and unstructured practices. (4) Although participants acknowledged the importance of self-determination and teaching these skills, significant barriers prevent the effective implementation, including inadequate training of teachers and the limited availability of professional development programs, weak curricula, and the failure to incorporate these skills into legislation, regulatory guidelines, and curricula. In addition, cultural and family factors.
Scholar Commons Citation
Alzahrani, Samirah, "Self-Determination Skills in Inclusive Education in Riyadh City; Perceptions of Intellectual Disabilities Teachers" (2026). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/11229
