Inclusive education has become a key priority in education reform worldwide. In Saudi Arabia, however, special education teacher preparation is still largely organized around traditional disability categories. This study looks at the gap between inclusive education policies and how teachers are actually prepared within this system.

The study uses a qualitative exploratory approach, combining a thematic analysis of 43 policy and academic documents with semi-structured interviews with 44 participants. These participants included university faculty members, Ministry of Education officials, inclusive education consultants, and school principals, allowing the study to capture both policy-level and practice-based perspectives.

The findings highlight four main challenges. First, categorical preparation structures continue to dominate teacher education programs. Second, there is a clear gap between what teachers learn in theory and what they are expected to do in inclusive classrooms. Third, policy and structural factors (such as certification systems and professional incentives) continue to reinforce disability-specific roles. Finally, there is growing agreement among stakeholders on the need for more integrated and flexible preparation models.

In response, the study introduces the Inclusive Special Education Model (ISEM), a framework that brings together inclusive pedagogy, structured specialization, stronger links between theory and practice, and collaborative professional roles. Rather than calling for a complete system overhaul, the model offers a practical way to gradually align teacher preparation with the goals of inclusive education in the Saudi context.

Authors:
Saeed Almalki, King Saud University, Saudi Arabia

About the Presenter(s)
Dr. Saeed Almalki is currently an Associate Professor of special education at College of Education, King Saud University, Saudi Arabia.

See this presentation on the full schedule – Saturday Schedule

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