Hind N. Almutairi
Department: Special Education
Discipline: Education
Project Summary
This study research will explore the perspectives of special education and mainstream teacher about their collaboration in mainstream public school. The importance of collaboration between special education and mainstream teachers in education is well documented in terms of research and legislation. For example, In the US, No Child Left Behind legislation in 2001 and the reauthorization of the Individuals with Disabilities Education Act in 2004 provided a potential opportunity for the inclusion of students with disabilities and assert the importance of collaboration between special education and mainstream teachers in mainstream school. Legislative introductions can have a positive impact not only on the role of teachers in the school but also on teacher education programs and professional development for teachers. A joint role should be played by mainstream and special education teachers in the education of students with disabilities in order to provide access to general education curriculum and ensure an effective inclusion process.
however, no researchers have explored how Saudi mainstream and special needs teachers collaborate in Saudi mainstream schools (Alquraini, 2011). Likewise, in Saudi Arabia there are no policies regarding collaboration between special education and mainstream teachers. Aldabas (2015) suggests that ‘at present, it is hard to see collaboration between mainstream and special education systems in Saudi Arabia’ (p. 1165). As also recommended in this study, it is important for the special education decision-makers in Saudi Arabia to ensure effective collaboration between special education and mainstream teachers, and in turn the success of inclusive education in the Kingdom.
