ABSTRACT

Purpose. This study explored teachers' perspectives on the needs for including deaf students in mainstream classrooms in Saudi Arabia. Methodology. Qualitative data were collected through semi-structured interviews with eight regular teachers working in mainstream schools that serve deaf students. Findings The findings revealed generally positive attitudes toward inclusion, alongside a clear recognition of essential needs that must be addressed to ensure its effectiveness. These needs included training and knowledge development, improvements to the school environment and support services, and revisions to relevant regulations and legislation. Implications for research and practice. The study highlights the importance of establishing comprehensive pre-service and in-service training, adapting educational environments to meet the needs of teachers working with deaf learners, and strengthening the implementation of inclusive education policies. Increasing teachers' awareness of the goals and benefits of inclusion, and how it differs from integration or mainstreaming, is also crucial for successful practice.