ABSTRACT
Introduction e argument for inclusive education of children with disabilities is one that has been embraced by developing nations in theory, if not always in practice. It is claimed that this is becoming a global movement (Leyser and Romi, 2008). However, little is known about how far the principles underpinning integration in mainstream education for historically excluded groups have been accepted in various world regions, particularly in the Gulf Cooperation Council (GCC) member states. Yet, the GCC region is a particularly interesting one to explore in relation to disability due to the raised awareness of this issue, together with the rapid development of the social infrastructure taking place. So poor is our knowledge of this issue that we remain heavily reliant for information based on a limited body of research that has been used to construe some broad generalisations about disabilities across the Arab region.
