The Impact of Inclusive Education on Teachers’ Attitudes Towards Intellectual Disability
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Sep 30, 2026
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Abdelmajid Said
https://orcid.org/0009-0005-2332-546X
Elmostapha Saaliti
https://orcid.org/0000-0002-8802-8678
https://orcid.org/0009-0005-2332-546X
Elmostapha Saaliti
https://orcid.org/0000-0002-8802-8678
Abstract
Individuals with intellectual disabilities face the most negative attitudes compared to other disability categories. By ‘attitudes,’ we refer to the set of beliefs, emotions, and behavioural responses that individuals hold toward this group. To improve these attitudes, UNESCO recommends the adoption of inclusive education. To examine the effectiveness of this recommendation in the Moroccan context, the present study explores the capacity of inclusive education to improve teachers’ attitudes toward intellectual disability. The study employed a comparative descriptive methodology and involved a sample of (517) primary school teachers from the Chichaoua Directorate (Marrakech-Safi region), divided into two groups: those participating in inclusive education and those not participating (newly appointed teachers). Teachers’ attitudes were measured using the abbreviated Arabic version of the Attitudes Toward Intellectual Disability Questionnaire developed by Jelleli et al. (2022). The questionnaire consists of five dimensions: knowledge of abilities and rights, knowledge of causes, discomfort, kindness, and interaction. The statistical analysis revealed that non-participating teachers held positive attitudes toward intellectual disability. No statistically significant differences were found between the two groups across most dimensions, except for higher levels of discomfort among participating teachers. Furthermore, no statistically significant relationship was found between the number of years of participation in inclusive education and improvement in attitudes toward intellectual disability. The study concluded that participation in inclusive education was not associated with improved teachers’ attitudes toward intellectual disability but was associated with a higher level of discomfort. This finding calls for a reconsideration of the conditions under which inclusive education is implemented, particularly the provision of adequate resources and the encouragement of extracurricular activities that promote positive interaction between teachers and students with intellectual disabilities.
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Keywords
Inclusive EducationIntellectual DisabilityContact HypothesisAttitudes
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العربية
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How to Cite
Said, Abdelmajid, and Elmostapha Saaliti. 2026. “The Impact of Inclusive Education on Teachers’ Attitudes Towards Intellectual Disability”. Journal of Educational Sciences – Qatar University 26 (2). https://doi.org/10.29117/jes.2026.0276.
Section
Articles in Arabic