Factors facilitating inclusion of students with intellectual disabilities in extracurricular activities in school: Saudi teachers’ views

Abstract

Extracurricular activities play a pivotal role in the academic development of children and quality of life, including students with intellectual disabilities. However, the participation of disabled children in extracurricular activities has been mostly restricted. This study aims to investigate understand the various contextual factors such as institutional support, interpersonal and family factors, and student readiness related factors impacting meaningful participation of students with intellectual disabilities from the perspectives of the teachers from Saudi Arabia. Along with this, the role of teachers’ attitude and teachers’ efficacy in this framework was also be evaluated through this study. A quantitative, cross-sectional survey design following a positivistic research philosophy was employed and a questionnaire was developed. This questionnaire was sent to 320 randomly selected educators from various regions of Saudi Arabia. The obtained data was analyzed using partial least squares structural modelling to test the developed hypotheses. The direct effect of institutional support, parental and peer support, and student related intrinsic factors on meaningful participation of disabled students was statistically significant. Moreover, teachers’ attitude was found to positively mediate the above relationships. Further, teachers’ efficacy was observed to moderate the effect of teachers’ attitude towards inclusion on meaningful participation.  The findings of the study showed there is an interconnection between systemic, relational, individual, and teacher level factors. All these factors tend to facilitate the students to participate in extracurricular activities as a part of inclusive education. This study promotes holistic inclusive education for intellectually disabled children, which can be attained through supportive institutional infrastructure, better interpersonal and family dynamics and better understanding of intrinsic student factors.