Inside the Inclusive Classroom: Teachers’ Reflections on the Challenges of Educating Girls with Learning Disabilities in Inclusive Classroom

Abstract

This qualitative study explores the challenges faced by learning disabilities teachers in implementing inclusive education for female students with learning disabilities in public schools in khamisMushyte city in Saudi Arabia. Through semi-structured interviews with 11 learning disabilities teachers, the study investigates the practical barriers encountered within inclusive classrooms and identifies key factors that influence effective teaching practices.Thematic analysis, based on Braun and Clarke’s (2012) framework, revealed several recurring challenges, including a lack of parental awareness, limited training for general education teachers, overcrowded classrooms, insufficient instructional materials, and inadequate administrative support. While some teachers acknowledged positive experiences due to their familiarity with inclusive practices and the relatively low need for physical accommodations for students with learning disabilities, systemic and instructional issues were found to hinder inclusive efforts.The study highlights the importance of targeted teacher preparation, interprofessional collaboration, supportive school leadership, and family engagement. It concludes with recommendations to strengthen inclusive education practices through evidence-based training, resource provision, and increased community awareness to better support female students with learning disabilities in inclusive settings.