Resumen
This research aims to discover how inclusive education practices can determine the happiness and school satisfaction of students with physical disabilities through the development of self-concept. To achieve the objective of this study, quantitative research was used by administering a questionnaire to 403 students with special needs in secondary and high school in Saudi Arabia. The collected data were analyzed according to structural equation modeling. Our findings support the considerable agreement on the importance of inclusive special needs education for the happiness of physically disabled students. A total mediating effect of self-concept between ISNE and school satisfaction is also confirmed, which shows the great importance of the psychological dimension in special education. These results can orient and assist school managers in defining an appropriate educational environment for students with special needs. They can provide specific directives for raising the happiness and the quality of life of such students, making them more productive and socially active. Following this research, a new school framework can be drawn to protect, assist, and change the self-concept of students with physical special needs to shift the perspective of disability from an obstacle to overcome to an opportunity to exploit.