This study presents a conceptual framework for reforming special education teacher (SET) preparation programs in Saudi Arabia, in response to the country's shifting educational priorities and global trends in inclusive education. The current model of SET preparation in Saudi universities emphasizes specialization in categorical disability areas, which increasingly conflicts with national efforts to promote inclusive learning environments. Employing a qualitative exploratory design, this study utilized a two-phase methodology: (1) a systematic review of international and local literature, and (2) consultations with stakeholders, including faculty members, policymakers, and school administrators. The findings informed the development of a revised, context-sensitive model for SET preparation that integrates both categorical and non-categorical paradigms, promotes interdisciplinary collaboration, and enhances teacher readiness for inclusive classrooms. The proposed model addresses structural, curricular, and pedagogical reform areas and includes strategies to overcome anticipated implementation challenges. This paper contributes to the ongoing policy dialogue in Saudi Arabia and provides guidance for aligning teacher education programs with inclusive education goals.

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 – Wednesday Schedule

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