ABSTRACT
This chapter explores the possibilities for practitioner research to achieve inclusion in a general educational context and within special education in Saudi Arabia in particular. This will be in regards to all students, and students identified as having special educational needs and disabilities (SEDN) in particular.
This chapter considers principles of practitioner research and discusses Action Research (AR) and Participatory Action Research (PAR), as well as considering some ethical issues arising from this type of research. It will also consider the ways in which these concepts could develop and support an inclusive educational agenda, explores its connection to inclusive pedagogy, as well as looking at potential challenges and possibilities. It will include a presentation of a PAR proposal that aims to develop inclusive practices in a special school for deaf education in Saudi Arabia and reflects on the possible gains and limitations of the research. Finally, the chapter considers the practitioner research’s implications for professional development and teacher education.
