Inclusive education is globally recognized as a cornerstone for achieving equity and quality in schooling. Research consistently highlights that teacher preparation and professional competence are decisive factors i ensuring successful inclusion, particularly in early childhood settings. Despite international advancements, the Saudi context continues to face challenges in implementing inclusive practices, most notably the lack of specialized training programs for kindergarten teachers and limited professional competence in addressing the needs of children with disabilities. This study aims to bridge global best practices and local challenges by designing and evaluating a structured training program tailored to kindergarten teachers in inclusive schools in Saudi Arabia. A quasi-experimental, one-group pretest – posttest design was employed, complemented by qualitative methods. The program was delivered over six weeks in 14 sessions, covering inclusive pedagogy, differentiated instruction, curriculum adaptation, classroom management, collaboration with parents, and reflective practices. Data were collected using validated instruments, including the Teacher Efficacy for Inclusive Practices (TEIP) scale, Opinions Relative to Integration (ORI) scale, knowledge tests, observation checklists, and semi-structured interviews. Findings revealed significant improvements in teachers’ knowledge, attitudes, and classroom practices, with gains sustained at follow-up. The results confirm that structured training enhances teacher competence and contributes to the broader goals of equity and inclusion under Saudi Vision 2030. This study provides a replicable model for future teacher preparation programs and offers policy recommendations for embedding inclusive education into national strategies.
Mansour et al. (Wed,) studied this question.