Perspectives of Female Special and General Education Teachers Regarding their Collaboration in Primary Mainstream School in Riyadh City, Saudi Arabia

Abstract

This study examines the collaboration between general and special education teachers in mainstream schools in Riyadh from their perspective. The purpose of the current research is to explore how mainstream primary school teachers (both general and special education) construct their experiences of collaboration with students who have learning difficulties (LD) in the mainstream curriculum setting. To achieve the aims of this study, a mixed methods approach was used (questionnaires and interviews) to collect data regarding both special education and general education teachers’ perceptions of collaboration in mainstream primary schools in Riyadh, Saudi Arabia. Results showed that teachers are collaborating at a low level. In the interview phase, participants described their perceptions and the factors promoting examples of effective collaboration, and the barriers that might negatively affect collaboration. The findings from this research revealed that collaboration in some schools in Riyadh is inhibited by various factors including lack of time due to teachers’ work overload; overcrowded classrooms; lack of awareness regarding the significance of collaboration; the absence of pre- and in-service training programs and workshops in the area of inclusive education; general education teachers’ negative attitudes and lack of interest to working with students with learning difficulties; and lack of management support from schools’ principles. Key concepts from the findings based on the research questions and previous literature which include teachers’ perceptions of collaboration, involving further discussion personal beliefs and actual experiences of collaboration were discussed. Personal beliefs and actual experiences are discussed as key concepts based on the implicit and explicit findings from both research phases. This study offered implications and recommendations for several stakeholders, including teachers, school administration, policymakers and researchers. For example, clear policy guidance for the roles of both general and special education teachers in collaboration could highlight its importance in mainstream schools. Considering these implications and recommendations would allow stakeholders to design initiatives, tools and actions based on what teachers believe and experience to assist in the development of collaboration between general education and special education teachers in mainstream schools in Saudi Arabia.