Background: This study aimed to examine students’ perceived levels of inclusion and academic self-concept. In addition, it examined the relationship between inclusive teaching practices and students’ perceived levels on inclusion. Method: The study sample comprised 807 elementary students from 3rd to 6th grade (263 male students [33%]; 544 female students [67%]). Around 9% of the sample (70) were students with special educational needs (SEN). The Arabic version of the perception of inclusion questionnaire (PIQ: Venetz etal., 2015) was used to examine students’ perceived levels of inclusion and academic self-concept. The Arabic version of the Inclusive Teaching Practices Scale (ITPS; see Schwab, Sharma, & Hoffmann, submitted for the English version) was used to examine students’ ratings of inclusive practices in their classroom. Results: Students with SEN expressed lower perceived level of social inclusion, emotional inclusion, and academic self-concept in comparison with other students. High levels of inclusive teaching practices were associated with better perceived levels of inclusion. Conclusion: The results of this study support the importance of inclusive teaching practices in schools and its direct impact on students’ experience in school. It also highlights the need of schools and teachers to work on helping students with SEN to improve their inclusion experience in schools.

Venetz, M., Zurbriggen, C. A. L., Eckhart, M., Schwab, S., & Hessels, M. G. P. (2015). The Perceptions of Inclusion Questionnaire (PIQ). Retrieved from www.piqinfo.ch Schwab, S., Sharma, U., & Hoffmann, L. (submitted). How inclusive are the teaching practices of my teachers? − Secondary school students’ perceptions of their German, Maths and English teachers?