Abstract
This descriptive study, rooted in a constructivist perspective, delves into the perceptions of the benefits and challenges of implementing inclusion education practices in Saudi Arabia as articulated by 56 preservice female general education teachers. Participants were queried on their preferences for inclusive or restricted classroom placements for students with special needs, along with the reasons underlying their choices. Five themes have been derived from the coding process: greater educational opportunities; acceptance by outside communities; positive social and emotional outcomes; opportunities to learn from each other; and greater self-acceptance. Results showcased a majority preference for inclusive classroom settings, with varied rationales aligning with the identified themes. Those favouring restricted settings emphasised tailored academic environments and protection from potential failures. A subset endorsed both settings, promoting social and emotional development in inclusive settings and academic development in restrictive settings. The study enhances our understanding of preservice general education teachers’ beliefs regarding inclusion, offering valuable insights for the development of inclusive education in Saudi Arabia.