مجلة آفاق للبحوث والدراسات
Volume 9, Numéro 1, Pages 325-343
2026-01-31

Inclusive Education As A Catalyst For Social Belonging And Engagement: University Teachers’ Insights On Students With Disabilities



Authors : Khiari Nor El Houda . Chagour Amal .

Abstract

This study examined university teachers’ perceptions, preparedness, and challenges related to inclusive education at Oum El Bouaghi University, focusing on their responses to bullying and marginalization of students with disabilities. Using a mixed-methods exploratory design, it combined an online questionnaire completed by 20 participants with the researchers’ autoethnographic reflections on teaching a student with Autism Spectrum Disorder (ASD). Findings indicated that inclusion was viewed in terms of feasibility, with teachers relying on small, practical strategies. However, peer attitudes, limited training, and cultural stigmas remained obstacles, leaving inclusive education in Algerian universities at a critical stage.

Keywords

Autism Spectrum Disorder ; bullying ; inclusive education ; marginalization ; students with disabilities

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