Instructional Collaboration in Saudi Inclusive and Mainstream Education

Abstract

This chapter aims to shed light on some aspects of instructional collaboration with the purpose of providing further understanding of how teachers collaborate and what hinders their collaboration in Saudi inclusive and mainstream schools. Instructional collaboration among teachers in Saudi educational settings has not been thoroughly reviewed, nor has it been adequately considered as an essential component in assuring the implementation of inclusive education. The voice of two special education teachers and two college professors are presented and discussed in order to explain and clarify aspects of instructional collaboration. The last part of the chapter delineates proposed changes that may motivate teachers and aid them in developing a clear understanding of how to practice instructional collaboration in inclusive and mainstream settings, namely, provision of professional development for special and general education teachers, endorsement of legislation and regulations to promote instructional collaboration, and development of teacher education programs.

Citation

Abu-Alghayth, K.M. (2021), "Instructional Collaboration in Saudi Inclusive and Mainstream Education", Semon, S.R., Lane, D. and Jones, P. (Ed.) Instructional Collaboration in International Inclusive Education Contexts (International Perspectives on Inclusive Education, Vol. 17), Emerald Publishing Limited, Leeds, pp. 41-54. https://doi.org/10.1108/S1479-363620210000017006