Teachers' perceptions of using information and communication technologies with students with intellectual disabilities in boys’ primary mainstream schools in the kingdom of Saudi Arabia

The study’s objective was to obtain awareness of the present situation in the Kingdom of Saudi Arabia (KSA) concerning the use of Information and Communications Technology (ICT) in the education of students with intellectual disabilities through the insights of special education teachers working in mainstream boys’ primary schools in Jeddah, Saudi Arabia. Insights were obtained from the teachers utilising an exploratory sequential mixed-methods research design comprising of semi-structured interviews (fifteen teachers) and a custom questionnaire (100 teachers). Methods of data analysis utilised by the study were thematic (interview data) and statistical (quantitative data). The study found that special education teachers were constrained by a lack of continuous training and the non-availability of suitable ICT resources, such as up-to-date resources and educational tools in Arabic. Moreover, ICT tools in the KSA are high-priced and funding provision lacks adequate planning and utilisation. The study’s findings contribute to awareness of the current status of ICT use with students with intellectual disabilities in the KSA. Recommendations are offered to the Saudi Ministry of Education and to teachers working with students with intellectual disabilities. Suggestions for future research are also discussed