This thesis explores Inclusive School Culture in the Kingdom of Saudi Arabia mainstream schools providing special educational needs programmes namedالدمج (Aldamj), for students labelled with intellectual disabilities. It explores how School Leaders (SLs) conceptualise ‘disability’ and ‘inclusion’, determining whether their understanding is robust enough to support the creation of an Inclusive School Culture. It also explores how SLs operationalise leading for change according to Transformational Leadership theory, and issues they face.
Data was collected from 30 individual interviews and two focus groups with 30 School Leaders to address four research questions. Findings enabled the development of new theories that can enhance the understandings of researchers and practitioners.
Most School Leaders’ definitions of disability did not align with a single perspective but were influenced by several disability models and influenced their school experiences, viewing students as either ‘trainable’ or ‘educable’. The intersectional perspectives include the Psycho-Medical Model, Social Model, Normalisation Model, Affirmation Model and Faith Model. However, due to the predominance of Psycho-Medical and Normalisation models in most cases, a ‘dual practice’ approach emerged, leading to an Exclusion School Culture.
In addition, the study found three groups defining the term Aldamj. One group provided several definitions, detailing more than mere structural changes. Based on their perspective, to define Aldamj, my study found Inclusive School Culture as a framework for the ‘Least Restrictive Environment,’ emphasising the difference between Inclusion and Integration. Making Aldamj depend on school capability is referred to as Mainstream School Needs rather than Special Education Needs.
Moreover, the result contributes to a better understanding of leadership styles typically used in mainstream schools with Special Education Needs programmes, which tends to be structurally led, more than using Cultural Leadership. Although it is essential to school structural stability, School Culture needs to be reconceptualised when leading for change. Consequently, the study found a link between Inclusive School Culture aspects and Transformational Leadership theory, to achieve the Least Restrictive Environment. This meant that placing Disability Studies and Transformational Leadership within SEN practices could make a lot of changes in school action for inclusion.
Finally, the study documents how School Leaders experience some conflict between the education authority, parents, Special Educational Needs teachers and mainstream teachers whilst they are developing School Culture for inclusiveness.
