Teachers’ perceptions about inclusion of students with learning disabilities in distance learning

We scrutinized teachers’ perceptions of students with disabilities towards integration of their students during distance education (DE) in the Eastern Province in Saudi Arabia. 180 male and female teachers were given a questionnaire prepared by researchers. The psychometric properties of the tools of the study were confirmed, and the results showed that teachers have positive attitudes towards integration of their students during (DE), ranging from medium to high, towards the reality of integration during DE. The teachers agreed that there are some challenges, and the results showed that there is no statistical difference between teachers’ perceptions about the reality of merging during DE according to gender and qualification variables. Results showed there is a statistical difference in teachers ’perceptions of challenges according to gender towards males, and differences in academic qualifications towards those with postgraduate studies. We recommended increasing the interest in integrating students with disabilities during distance education, making use of its advantages, and overcoming its challenges.