Social integration of special need students is viewed as a necessary phenomenon for the skills’ development which adds quality to their lives and provides them with satisfaction. This study explores the perception and attitude of the teachers towards social integration as a general school policy. A total of 150 individuals were selected from the integrated primary schools in KSA. Survey approach was employed to collect data using a close-ended questionnaire which was then statistically analysed. The results revealed that there is a positive impact of the social integration upon the special needs students. A statistically significant difference was found among participants based on their experience, education, and age. Moreover, there was significant difference in the attitudes of participants with Diploma in Education qualifications and Bachelor in Education qualifications towards integration. The study concluded that the implementation of the integrated school as general policy should be considered and an effective teacher training curriculum with special needs courses should be introduced.

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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.

Remote and virtual classrooms could negatively affect the academics of students, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). The aim of the present study was to understand the obstacles and differences between the teachers regarding their use of teaching methods, tasks and assignments, tests and evaluation methods and communication between teacher and parents of students with ADHD, during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in the field of this study from several KSA universities. The result showed that there were statistically significant differences among responses of classroom teachers regarding all the dimensions. Furthermore, there were statistically significant differences between participants in their opinion toward all dimensions according to their specialization and years of experience which was not in the case of age and academic qualifications of the participants. Thus, it was concluded that teachers were willing to co-operate with the students having ADHD during online classes, but they face difficulties in handling them as ADHD students lacks concentration and can be distracted easily.