EXPLORING BELIEFS AND TEACHING PRACTICES USING UNIVERSAL DESIGN FOR LEARNING IN SPECIAL EDUCATION CLASSROOMS OF SAUDI ARABIA

Abstract

As education policy in Saudi Arabia is beginning to implement a more inclusive classroom model which educates children with and without special needs side-by-side, teachers are struggling to find the best practices that can meet the needs of students with diverse levels of learning abilities. However, the government’s Saudi Vision 2030 has committed to improving educational curricula and practices, which will open doors of opportunity for inclusive education and for teachers to develop their knowledge and skills in this new area of pedagogy. This dissertation focuses on the special education teachers and their practices in inclusive classrooms in Saudi Arabia. The data was collected via a mixed method that included interviews and surveys to determine the current practices that the teachers apply in their classrooms. The dissertation then evaluated the teachers' practices against the principles of Universal Design for Learning. This study aimed to provide a guide for the Saudi special education teachers to follow based on the Universal Design for Learning framework, and is expected to inform, benefit, and contribute to the Saudi government’s efforts to reform and improve inclusive teaching and learning approaches in the education system.