Abstract

The study aims to identify the difficulties, which impede the successful integration in the primary schools in Saudi Arabia. A close-ended questionnaire was distributed among 240 individuals constituting of special needs teachers, normal school teacher, and headmasters. The study found that there is no impact of occupation, experience or age on the integration. However, experience impacted the integration where head teachers’ group were likely to serve as a difficulty stimulator as compared to the classroom teachers’ group. No association was found among the age group and the inclusion difficulty of the participants. The study concluded that enriching the knowledge of the students can assist in the successful integration of the primary schools. It further helps in overcoming the remaining loopholes.

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