Inclusive Education in the UK and Saudi Arabia - Report Example

Name Author Institution Abstract Inclusive education has been practiced in the UK for many years now. This report will discuss UK policies touching on inclusive education for the disabled and the best practices that can be applied to the Saudi Arabian context. Compared to the UK Saudi Arabia lags behind in terms of implementing inclusive education policies. Inclusive education for the disabled in the UK is covered under the Equality Act of 2010, the Disability discrimination Amendment Act 2005, Special Educational Needs and Disability (SENDA) Act 2001 and the Education Act 1996. On the other hand, Saudi Arabia has the Disability Code of 2000. Among the best practices applicable to the Saudi Arabian context is for parents to be involved in the education of their disabled children and for schools to be required to prepare accessibility plans. Public authorities must have a disability equality scheme prepared and published and Saudi Arabia should prioritize the training of teachers on how to handle disabled students with the right attitude. Although Saudi Arabia has legislation that carter for inclusive education, it needs more such policies that will ensure that this education system is fully established in the country and that its implementation is strongly on track. This is important because implementation is the weakest point in Saudi Arabia’s inclusive education system. Table of Contents Introduction……………………………………………………………………….. 3 Statement of the Problem…………………………………………………… 4 Significance of the Study……………………………………………………… 4 Aim of the Study……………………………………………………………… 5 Objectives……………………………………………………………………… 5 Research Questions…………………………………………………………… 5 Limitations of the Study……………………………………………………… 5 Theoretical Framework…………………………………………………………… 5 Literature Review………………………………………………………………….. 7 Importance of Educational Inclusion for Disabled students……………….. 7 Support from the International Community on Inclusive Education……… 9 The State of Inclusion in the UK……………………………………………… 19 Research Methodology……………………………………………………………. 10 Data Collection………………………………………………………………… 10 Data Analysis………………………………………………………………….. 10 Findings and Analysis……………………………………………………………… 11 Analysis of UK Policies and Best Practices applicable to Saudi Arabia…… 11 Policies and the State of Educational Inclusion in Saudi Arabia…………… 13 Conclusion and Recommendations…………………………………………….. 17 References…………………………………………………………………………….. 19 Chapter 1.0 Introduction Inclusion in matters of education is preferred for teaching students that have special needs such as the disabled. In this approach, the disabled students or others with special needs are allowed to spend time with other students that have no disabilities (Miles & Nidhi 2010). These practices are implemented in a variety of ways. Inclusion in schools is done as partial inclusion or regular inclusion and full inclusion. Inclusive practice can be done as kind of integration. Students having special needs are placed in regular classes for almost the entire day. Where possible, the disabled students get any extra help or instruction specifically meant for them in the classroom and they are regarded as full class members (Nargis 2010). In many countries, inclusive education is becoming an important way of taking care of the educational needs of disabled students. In the last forty years, education for children with special needs has become so central to stakeholders in matters of education. The UK is one of the countries where inclusive education for students with disability has become so central to discourse. Although the UK has come along way in the recognition of the educational rights of disabled students, the country has managed to enact legislation that supports inclusive education for all disabled students. The UK has some of the best practices in this area that other countries can copy and apply to their own education systems. Some countries are still trying to come to terms with the fact that disabled students are human beings and have rights just like the rest who have no disability (Miles & Nidhi 2010). Many countries in the Middle East fall in this category and Saudi Arabia is one of them (Gaad 2011). It has very few policies that support the inclusive education of disabled students. Saudi Arabia can learn a lot from the UK situation. This research report provides findings on the best practices in inclusive education for disabled students in the UK that can be applied to the Saudi Arabia situation. 1.1 Statement of the Problem According to Alqurainin (2011), the educational needs of disabled students in Saudi Arabia are not being taken care of fully. The penetration of inclusive education in the country is still low. This is the case in many Arab World countries. Saudi Arabia does not have policies, programs and systems that support the education of disabled students in an inclusive manner. Saudi Arabia totally lacks an inclusive educational system. In Saudi Arabia, many students with extreme cases of disability get their education in special schools where their special needs of interaction cannot be met. Such students need to interact with their normal peers in public schools so that they can get an opportunity to better their social, academic and communication skills (Gaad 2011). One of the biggest hindrances to inclusion for disabled students is the lack of the right legislation and the perspectives of teachers about inclusive education for students with severe disabilities. The perspectives of teachers on inclusive education in Saudi Arabia are negative. Because of the state of affairs described in this section, Saudi Arabia needs to adopt the inclusive system of education. The country should then enact policies and legislation that can facilitate the adoption and implementation of inclusive education. 1.2 Significance of the Research Inclusion in education for disabled students is very important for their social, intellectual and physical development (Cline, Tony, ‎Frederickson, Norah 2009). Every country has disabled students and all of them have unique needs. This research is important because it will provide information about the best practices from the UK’s inclusion education system that can be applicable to the Saudi Arabian situation (Hodkinson & ‎Vickerman, 2009). It will be important to stakeholders in the education system of Saudi Arabia because, through it, they will be able to understand how inclusion is done in the UK and how they can benefit from it. The findings of the research will also add to the existing pool of knowledge about inclusion in educational systems for disabled students. The research will also fill the existing gaps in knowledge about inclusion for students with disabilities. 1.3 Aim of the Study The aim of the study is to analyze UK policies on inclusion for disabled students and to find out the best practices from the UK and how they can be applied to Saudi Arabia. 1.4 Objectives of study To find out the policies that the UK has about educational inclusion for disabled students To find out all the best practices in the UK about inclusion for disabled students To find out how the policies and best practices can be applied in Saudi Arabia. 1.5 Research Questions Which policies does the UK have top support inclusion for disabled students? What are the best practices from the UK about inclusion for disabled students? How can these policies and best practices be applied to Saudi Arabia’s educational system? 1.6 Limitations Since this will be a research based on secondary methods of data collection only, there is the possibility that the information obtained may not be up to date. The errors made by the authors of the literature that will be used could be transferred into this research. The research may also be affected by lack of all the required information given that the literature available on matters of education in Saudi Arabia is scanty. 1.7 Theoretical / Conceptual Framework The principle of inclusive education for students with disability as discussed in this report is based on the team teaching model. Special education and general education teachers join and form a team to teach all the children in a single class. Students should be put in a classroom where they are taught on a regular education program so as to reduce the higher stress levels resulting from a system that has full inclusion (Rayler 2007). Since many special education services are based on a pull out program, teaching must be planned collaboratively and carefully thought. Proper co-teaching takes place where teachers relate to each other as co-partners. All of them should make their contributions to classwork such as evaluation and planning. Proper team teaching should be planned effectively and supported with the necessary resources. Time is also important because changing from any system to a team teaching approach needs time. The process must be adjusted through trial and error (Armstrong, Armstrong & Spandagou 2009). Before team teaching is implemented, so many things should be considered. Team teachers should be willing to collaborate. Sharing a job that should be done by one person needs a lot of cooperation and communication skills of high quality. The important elements to inclusion teaching systems are district and building level planning issues, willing and capable participants, support and leadership from the administration, staff development, pilot testing, scheduled co-planning time and balanced classrooms. Inclusive team teaching is not something that people can enter lightly (Weber 2012). There is need for total administrative support and the commitment of teachers for the system to succeed. Team teaching as an inclusionary model has several benefits for students and their teachers. Students with disabilities benefit from the inclusionary model of team teaching by improving their self esteem, academic performance, and becoming more motivated. Students enrolled in general education programs have an opportunity to improve their social skills and academic performance. Team teaching also benefits teachers because they tend to have higher job satisfaction and their professional growth is enhanced. Some of the problems reported in the system are insufficient time for co-planning, conflicts resulting from student scheduling and issues about caseloads. Chapter 2.0 Literature Review 2.1 Importance of Educational Inclusion for Disabled students Inclusive education is one major way through which students with disabilities can be made to learn and be at par with other students without disabilities. There are many benefits that students with disability can get from inclusive education (Miles & Nidhi 2010). Although many countries especially in the Arab world, including Saudi Arabia are yet to embrace inclusive education, the system can have many benefits for the disabled students in these countries. In an inclusive system of education, disabled students get to forge meaningful with other students without disabilities. This makes a great contribution to their social development. Disabled students get increased social initiations; networks and relationships (Centre for Studies on Inclusive Education (CSIE) (2013). Inclusive education also gives students peer role models for behavior, academic and social skills. It makes the disabled students to have a bigger access to the general curriculum. Such students gain a higher level of generalization and acquisition of skills. It also helps them to have increased inclusion in different environments in the future. When disabled students learn together with others without disabilities, they get greater chances for interaction. Parents get encouraged to participate in the education of their children through inclusive education. It also raises the expectations of students (Nargis 2012). There is an important belief in inclusive education that every person is communicative. Nevertheless, communication can be done in different ways. In inclusive education, students with communication problems can learn from others how to communicate well. To add to this, students learn many different ways of self expression and understanding their peers. Some disabled students need other communication types that are different from what they experience in classrooms. Many students with communication problems use other communication means like facilitated communication, switches, sign language, braille and picture exchange communication (Rayner 2007). Disabled students can also benefit from collaboration in inclusive classrooms. Students in such classrooms learn how to work with others and support each other. In inclusive classrooms any student can become a supporter or a leader. Every student needs to be supported in various situations (Armstrong, Armstrong & Spandagou 2009). Through collaboration, students get to understand how diverse the classroom and the broader community can be. Schools should be committed to the provision of equal opportunities to students who are disabled and those who are not. They should do away with harassment and elimination, encourage people to view the disabled in a positive way, encourage the disabled to take part in public activities and seek to meet the needs of the disabled even if they need to show favor to them (Rayner 2007). 2.2 Support for Inclusive Education from the International Community The world is waking up to the fact that all the children deserve to learn together. The inclusive education principle is continually gaining momentum and it is being affirmed by various international statements (Cline et al 2009). Segregated education has been denounced in the “United Nations Convention on the Rights of the Child (1989), the Salamanca Statement by UNESCO and the Opportunities for Persons with Disabilities (1993).” Segregated education is blamed for denying disabled children to take part in mainstream schooling and increasing the discrimination and prejudice of the society against such children (Armstrong et al 2009). These documents which support inclusion give governments a golden opportunity to put inclusion education on their agenda. The UN Standard rule 6 also emphasizes the inclusion spirit. It requires that member states provide disabled people with education in integrated schools. The clearest statement however, comes from the Salamanca document (Hick, ‎Kershner & ‎Farrell, 2009). It requires that every child should be allowed into ordinary schools regardless of the child’s emotional, intellectual, physical and social requirements. The Framework for Action accompanying the Salamanca Statement requires that all policies on education should state that children with disabilities should attend schools in their neighborhood. According to Armstrong et al (2009) the UK supports all these international documents. The significance that governments give to international statements varies from one country to another and the United Kingdom has not been performing well on this. Britain is a signatory to all these international documents and they must use them in establishing inclusion at the domestic level. International agreements should be used at the country level. Education authorities, governments, policy makers and others should be encouraged to take care of educational needs of the disabled (Hodkinson & ‎Vickerman, 2009). 2.3 The State of Inclusion in the UK For a country to have effective inclusion, the inclusion principle should have a very strong consensus that can lobby for the required, practical, and legislative and policy changes. Unfortunately, in the UK, this never happened at the enactment of the 1996 Education Act. Although there were proposed a number of amendments that supported inclusion, there was no agreement among various lobby groups about inclusion (Hick et al 2009). The resultant effect was that an opportunity for policy reforms had been lost. The UN Standard rules and the Salamanca Statement require that disabled people should be included in all the aspects of education. According to the Salamanca Statement, governments should support the involvement of people with disabilities in planning and decision making on how to provide special educational needs. Similar requirements can be found in the Standard Rules. Rule 6 states that organizations of people living with disabilities should be allowed to take part in educational processes at every level (Hodkinson et al 2009). Some researchers observe that those with disabilities live lives that are parallel to those of able bodied people because the relationship between these two groups has been destroyed by segregated education. Currently, there is a strong and active disabled people’s movement in the UK. However, the members of this group say that they want to be in charge of their own lives. This is expected to become a very big challenge to inclusion. Is it possible to have genuine co-operation. It is important to have partnerships even if they will bring about tension and disagreements. Inclusion requires that disabled people be asked about the policies and solutions they want their countries to pursue, the problems they see and the steps to be taken (Miles & Nidhi 2010). Disabled people should play a critical role in creative an inclusive future. Inclusive education solves problems that may befall disabled students in the future. Many disabled people in their adulthood are still suffering the effects of segregation while in school. Forging alliances between the disabled and able-bodied people can solve cases of discrimination. Disabled children suffer discrimination even after school (Armstrong et al 2009). Chapter 3.0 Research Methodology 3.1 Data Collection The research was based on secondary sources of information and therefore, it was a desk research. The information used in the report was obtained from books, policy documents, websites and other documents relevant to the topic of inclusive education for students with disabilities. Secondary sources of information also provided information for the literature review. However, the researcher was careful with the sources to ensure that the information included in the report is relevant and up to date. 3.2 Data Analysis Data analysis for information obtained from secondary sources was not so detailed. The researcher carefully scrutinized the information gathered from the secondary sources to see how relevant it was to the topic under study. Relevant information was retailed while that which was found to be irrelevant was left out. What the researcher was looking for was all the information about UK and Saudi Arabia policies on students with disability and how these legislations support inclusive education. The researcher also looked for information on best practices from the UK that could be applied to the Saudi Arabian context. Chapter 4.0 Findings and Analysis 4.1 Policies and the State of Educational Inclusion in Saudi Arabia Saudi Arabia lags behind other countries in terms of adopting inclusion for disabled students in its education system (Gaad 2009). However, the country is making efforts towards the adoption of inclusion for the disabled in schools but the principle of inclusion is still strange to many. The UK has various policies that facilitate inclusion for the disabled in schools. It also has various best practices that Saudi Arabia can borrow and apply to its situation (Centre for Studies on Inclusive Education (CSIE) (2013)). Alqurainin (2011) observes that Saudi Arabia on its side, only has one policy called the Disability Code of 2000 which applies to the issues of the disabled and educational inclusion. In 2009, the “Kingdom of Saudi Arabia ratified the U.N Convention on the Rights of Persons with Disabilities.” The Disability Code of 2000 provides for free educational, rehabilitation and educational services for citizens with disabilities. Between 1990 and 1991, the country began an integration program where students with special needs are allowed to join normal schools (Saudi Arabia Ministry of Education 2005). By 2007, 61,089 students had enrolled in 3130 programs taking care of both the integrated and segregated students. In 2001, the country created the Regulations of Special Education Programs and Institutes (RSEPI), which borrowed a lot from U.S law. Under these laws, disabled students get many different services such as the Individual Education Plan (IEP). They also get a theoretical least restrictive environment (LRE). The law requires that the type and level of disability should determine the way students participate in inclusion (Alanazi 2012). Based on the Disability Code of 2000, the disabled are entitled to help in terms of training, education, employment and rehabilitation among other ways. The first law for disabled students in Saudi Arabia (RESPI) lays out the regulations and rights for disabled students in Saudi Arabia that need special education services (Mousa 2007). The RSEPI explains the major disability categories as mental, learning disability, blindness, deafness, retardation and multiple disabilities. It also defines the tasks for the people working with these disabled people. It also explains what an Individual Education Program (IEP) is and the people who should take part in the planning and provision of an IEP. The RSEPI also has assessment and evaluation procedures for students to show if they qualify to get special education services. The RSEPI stipulates that every child should get free and appropriate education, programs for early intervention and individual education programs. The RSEPI also gives direction on how the schools should provide the services to disabled students. RSEPI provides support for the high quality of Saudi Arabia’s education services. These policies provide support for efforts of giving equal rights to disabled individuals for getting free education (Gaad 2009). The problem with Saudi Arabian laws touching on students with disabilities is that their implementation is poor. They have been in the country for about 10 years but they are not applied in the real world to disabled students. In Saudi Arabia, a lack of policy implementation creates a gap between provision of services and policy framework. The resultant effect is that certain students with disabilities do not get the much needed special education services. Inclusive education in Saudi Arabia also suffers setbacks because the acceptance of teachers and staff and their awareness of special needs do not exist in schools (Alquraini 2011). Saudi Arabia lacks public awareness and trained professionals who can help implement inclusive education laws. The laws in the country or their implementation do not make it possible for severely disabled students to get their education together with their able bodied counter parts (Al-Amiri 2011). Those students that have mild learning disabilities get education in normal classrooms although they get support from special education services like source rooms. The students are also educated under the general education curriculum although with slight accommodations and modifications. However, those that have mild to moderate disability levels get their education in isolated classrooms but in public schools (Gaad 2009). 4.2 Analysis of UK Policies and Best Practices applicable to Saudi Arabia Most of the UK policies covering inclusive education for students with disabilities are very good. In the UK, there is the Equality Act of 2010, the Disability discrimination Amendment Act 2005, Special Educational Needs and Disability (SENDA) Act 2001 and the Education Act 1996. The Equality Act 2010 is a discrimination law. When it comes to education, the new law (Equality Guidance Act 2013) is just the same as the previous law (Centre for Studies on Inclusive Education (CSIE) (2013). The law bars schools from discriminating against students based on their disability, race and other reasons. The disability Discrimination Amendment Act 2005 also gives public bodies such as universities the duty of promoting equality between the disabled and the able bodied. The Special Education Needs and Disability (SENDA) Act 2001 stipulates that it is against the law to discriminate against any student with disability. Bodies governing institutions are required to abide by this law, failure to which they are held liable (Cline et al 2009). People who violate the Act are made to face litigation. This law expects every university to have an anticipatory duty meaning that the university should not wait for the disabled to apply for courses or attempt to make use of services before such course and services are adjusted appropriately Centre for Studies on Inclusive Education (CSIE) (2013). Some students have special educational needs and when they are assessed and it appears that they need a statement of special educational needs, they are allowed to join mainstream schools as long as the wishes of their parents are not contradicting with this step. This step should also not be taken if it affects other students’ efficient education. This provision is found in section 316 of the Education Act 1996 as well as in the amended version of the Special Educational Needs and Disability Act 2001 (Centre for Studies on Inclusive Education (CSIE) (2013)). In matters of inclusion, the UK law is comes out very clearly. In Schedule 27, in the third paragraph of the Education Act, the law provides three conditions for compliance with the preferences of parents in the education of their children who have statements of special education needs (Rayner 2007). It requires that attendance at school for such a child should be compatible with efficient education for those students the child will be learning with. The attendance should also show compatibility with efficient resource use. Section 9 of the Education Act 1996, re-emphasizes this by recognizing that as it relates to all children, children should get education according to how their parents want it and this should allow the students to get efficient instruction and training and it should not cause unrealistic public expenditure (Centre for Studies on Inclusive Education (CSIE) (2013)). In order for inclusive education to be successful in Saudi Arabia, this approach should be borrowed because it gives the parents of disabled students a say in the education of their children. Parents should get this right of their children’s education because they are major stakeholders in the educational inclusion systems. However, some authors have criticized this approach as being discriminatory because it provided the parents with disabled children with an extra right over the inclusive education of their children. Under the Equality Act of 2010, it is against the law for any education providers whether independent or private to discriminate some pupils because of disability and other listed reasons. Discrimination for such reasons is disallowed for present, former or future pupils. In the UK, discrimination based on disability is not allowed by law (Centre for Studies on Inclusive Education (CSIE) (2013)). The law requires that schools should not give disabled pupils less favourable treatment than others. Schools are supposed to make necessary adjustments so that any disabled students are not at a disadvantage. Schools should also have accessibility plans showing the method they will use to enhance access to education for the disabled as time goes by. This requirement is a best practice that can be successfully applied to Saudi Arabia. Since in Saudi Arabia, school administrations, teachers and staff have been accused of derailing the implementation of inclusion policies, preparation of accessibility plans can help them to take inclusion education for the disabled serious (Centre for Studies on Inclusive Education (CSIE) (2013)). There has been the disability equality duty in the UK since 2006. It is found in the Disability Discrimination Act of 2005. Through this piece of legislation, public authorities have a duty of promoting disability equality. The Act requires that public authorities must have a disability equality scheme prepared and published. It should have details on what is being done to promote disability equality. Such legislation is very important especially to the Saudi Arabian context. Public authorities have an important role to play in inclusive education and such a move will boost the campaign for inclusive education for disabled students in Saudi Arabia. In the UK, under this legislation schools have the obligation of promoting equality of opportunity between the able bodied and the disabled (Centre for Studies on Inclusive Education (CSIE) (2013). Saudi Arabia can borrow from the UK, the procedures for implementation of inclusion. It should work on enhancing the understanding of inclusion and foster collaboration between teachers of special needs and general teachers, collaboration between the ministry of education and schools and between home and school (Saudi Arabia Ministry of Education (MOE) (2005). Borrowing from the UK, the government of Saudi Arabia should realize the potential of the knowledge of teachers in inclusive education programs for tackling obstacles. This realization is necessary because teachers can then adopt the best approaches to suit the education of the disabled (Alnazi 2012). Schools where inclusive educational programs are being implemented should have sufficient numbers of teachers, with the right training on inclusive education for the disabled. Families of disabled students should be allowed to participate in the education of their children. Teachers and school staff must be trained to change their attitudes towards the disabled. In Saudi Arabia, this is a great obstacle to inclusive education. The UK, has taken major steps in this area and Saudi Arabia can borrow a leaf from them (Gaad 2009). Schools should take all the possible measures to ensure that they are accessible to every child including those with disabilities (Mousa 2007). Schools should evaluate their capacities and use the results to create inclusive improvement plans. Such plans should have infrastructural, material and human resource plans so that all the support needs of students are taken care of. This should happen with the help of education authorities at the local level, communities, families and all children when disabled or not. Gaad (2011) is of the view that inclusive educational systems in Saudi Arabia will succeed if the government raises the level of awareness on the issue, identifies all disabled children, gives support to parents, conducts teacher training, increases accessibility, and develops more effective inclusive educational policies such as the ones in the UK. Alqurainin (2011), notes that Saudi Arabia’s inclusive education system suffers from poor implementation. The country should create policies that can boost implementation processes such as the ones in use in the UK. As discussed above, the laws in the UK categorically make it illegal to discriminate against a disabled student on the basis of disability. Anybody violating this law is liable for prosecution. Such stringent legislations are required in Saudi Arabia because with them, people will effectively implement inclusion programs. The country should enact policies that necessitate inclusive education as well as those that support the implementation of these policies (Al-Amiri 2011). Chapter 5.0 Conclusion and Recommendations Both the UK and Saudi Arabia have policies that support inclusive education for disabled students. However, the UK has more and better policies covering the topic of inclusive education than Saudi Arabia. The implementation of the Disability Act 2000 in Saudi Arabia is poor and therefore, this country has a lot to borrow from the UK. It is not enough to have policies without proper strategies for the implementation of these policies. Putting students with disabilities in classrooms with others who are not disabled is not sufficient to afford them social inclusion. Other supports must be put in place in order to help them to belong. Teachers must be encouraged to support the students. The government must create training programs for teachers so that they can change their attitudes towards all the students with disabilities especially those in inclusive education systems. In Saudi Arabia, some general education teachers get anxious and resist the inclusion of students with disabilities in their classes. This report recommends that the Saudi government should emphasize on the creation of programs for preparing teachers to address social acceptance of every student with disability in class and to give teachers the strategies they need to help their students to function well socially. Teachers should be trained on how to give students with learning disabilities the coaching on how to learn the social behaviors that can make them acceptable to those without disabilities. References Al -Amiri, F. (2011). The Saudi Arabian Perspective on the Misidentification Issues of Challenging Gifted Learners and the Development of the Four Misses Model of Giftedness and AD/HD. In C. Wormald, W. Vialle (Eds.), Dual Exceptionality (pp. 106-122). Wollongong: Australian Association for the Education of the Gifted and Talented. Alanazi, M. (2012) Teachers' and parents' attitudes towards inclusion in inclusive schools in Saudi Arabia. PhD thesis. University of Warwick. Alquraini, T. (2011). Special Education in Saudi Arabia: Challenges, Perspectives, Future Possibilities. International Journal of Special Education, 25.3, 139-147. Armstrong A.C., Armstrong D. & Spandagou I. (2009). Inclusive Education: International Policy and Practice. Sage. Centre for Studies on Inclusive Education (CSIE) (2013). Centre for Studies on Inclusive; Education supporting inclusion, challenging exclusion. Retrieved October 9 2013, http://www.csie.org.uk/inclusion/education-disability.shtml Cline, Tony, ‎Frederickson, Norah (2009). Special Educational Needs: Inclusion and Diversity. Open University Press. Gaad, E. (2011). Inclusive Education in the Middle East. New York: Routledge. Hick, P., ‎Kershner, R. & ‎Farrell, P. (2009). Psychology in Inclusive Education: New Directions in Theory and Practice. Taylor and Francis. Hodkinson, A. & ‎Vickerman, P. (2009). Key Issues in Special Educational Needs and Inclusion. Sage. Miles S. & Nidhi S. (2010). The Education for All and Inclusive Education Debate: Conflict, Contradiction or Opportunity? International Journal of Inclusive Education. Vol. 14 Issue 1, pp. 1-15. Mousa, N. (2007). Experience of Saudi Arabia in the Field of Children with Special Educational Needs in Normal Schools [Arabic]. Riyadh: Ministry of Education, General Directorate of Special Education. Nargis R. (2010). Inclusion and Diversity in Education; Guidelines for Inclusion and Diversity in Schools. British Council. Rayner, S. (2007). Managing Special and Inclusive Education. Sage. Saudi Arabia Ministry of Education (MOE). (2005).The Executive Summary of the Ministry of Education Ten-Year Plan 1425-1435 (2004-2014). Riyadh: KSA. Weber A.S. (2012). Inclusive Education in the Gulf Cooperation Council. Journal of Education and Instructional Studies in the World. Volume 2 Issue no.2. Read More