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Qatari elementary school principals' attitudes toward inclusion programs: implementation challenges, solution and resources

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Qatari elementary school principals' attitudes toward inclusion programs: implementation challenges, solution and resources

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Qatari Elementary School Principals' Attitudes Toward Inclusion Programs:
Implementation Challenges, Solution and Resources

Fatima Mohd Albuenain

Rossier School of Education
University of Southern California

A dissertation proposal presented to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2023

© Copyright 2023 by Fatima Al-Buenain
All Rights Reserved

The Committee for Fatima Al-Buenain certifies the approval of this Dissertation

Cathy Krop
Mark Robison
Ruth Chung Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
The inclusion of students with intellectual disabilities and autism spectrum disorders into the
public school system has emerged as a crucial element of educational changes in Qatar. The
present study aimed to investigate the attitudes held by principals of elementary schools in Qatar
about the integration of students with intellectual disabilities and autism into mainstream
educational settings. Furthermore, the study investigated the difficulties that principals encounter
during the implementation of this program, possible remedies, and crucial resources required for
its successful execution. The sample consisted of 16 principals who were selected from a pool of
elementary public schools that already implement inclusion education. The participants in the
study were chosen via purposive random sampling. The data in this study were obtained through
the utilization of semi-structured interviews and afterwards subjected to thematic analysis. The
results of the study suggest that the implementation of an inclusion strategy facilitates enhanced
academic and behavioral outcomes for students with disabilities by promoting greater
engagement with their nondisabled classmates. The principals who were interviewed emphasized
the importance of specialist staff, the placement of seriously challenged children in specialized
rooms, and the integration of less damaged students in ordinary classrooms as crucial factors for
effectively implementing the inclusion policy. The research additionally revealed a range of
barriers to the implementation of inclusive education, encompassing insufficient parental
involvement, staffing deficiencies, and limitations imposed by the curriculum. The essential
strategies indicated by the participants include psychological assistance, administrative
intervention, classroom structure, enhancing impaired students' self-confidence, and raising
awareness. Critical resources for the implementation of inclusive education were found to

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include relevant instructional aids, comprehensive teacher training and workshops, and sufficient
budget allocations.
Keywords: Qatar, inclusion policy, inclusive education, integration, principals,
elementary school, intellectual disabilities, autism, implementation.

vi
Dedication
My doctorate has been a longstanding goal of mine. I had no idea how many hours, work,
and dedication went into the process itself. So, I dedicated this dissertation to Allah Almighty; it
is all because of you. None of this would have been possible without your mercy and grace. as
well as my mother. No single language on the globe can fully explain the role you have had in
each of my successes. You have faith in me. Even though you were sick, you wished for my
success. And to my lovely sister Dhabya, who has stood by my side and inspired me to continue
on my path to success. I don't think I'd be able to attain my goals without your guidance and
support. Thank you also for instilling in me the value of love and respect.

vii
Acknowledgements
First and foremost, I am grateful to Dr. Ruth Chung, my dissertation chair, for her
insightful advice and unwavering support throughout my dissertation research. I'd like to thank
Dr. Cathy Krop and Dr. Mark Robison, members of my Dissertation Committee, for sharing their
knowledge, considerable experience, and helpful recommendations. I'd like to thank Dr. Sabrina
Chong for her help and support. Thank you to the Global EdD program teachers and classmates
for being active participants in defining, enriching, and making this experience unique.
Finally, I'd want to thank my family, especially my mother, sister Dhabya, and her
children, for their unending encouragement and understanding throughout these trying times, and
for always being there for me.

viii

Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ...................................................................................................................................... vi
Acknowledgements ....................................................................................................................... vii
List of Tables .................................................................................................................................. x
List of Figures ................................................................................................................................ xi
Chapter One introduction ................................................................................................................ 1
Introduction and Background of the Problem ..................................................................... 1
Purpose of the Study and Research Questions .................................................................... 7
Organizational Context of the Study................................................................................... 9
Theoretical Framework and Methodology........................................................................ 10
Limitations, Delimitations, and Assumptions ................................................................... 12
Definitions......................................................................................................................... 13
Organization of the Dissertation ....................................................................................... 14
Chapter Two: Literature Review .................................................................................................. 15
Inclusive Education ........................................................................................................... 15
Education Reform and Inclusion Education in Qatar ....................................................... 21
The Role of School Principals in Enhancing Inclusive Education ................................... 31
Theoretical Framework ..................................................................................................... 44
Summary ........................................................................................................................... 50
Chapter Three: Methodology ........................................................................................................ 52
Site Organization Overview .............................................................................................. 53
Study Participants ............................................................................................................. 54
Data Collection and Instrumentation ................................................................................ 57
Data Analysis .................................................................................................................... 61
Ethics................................................................................................................................. 62
Chapter Four: Findings ................................................................................................................. 65
Description of the Participants .......................................................................................... 65
Overview of Findings ....................................................................................................... 66

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Theme 1: Benefits of Inclusive Education in Qatar Elementary Schools ......................... 68
Theme 2: Strategies for Implementing Inclusive Education in Elementary Schools ....... 72
Theme 3: Internal and External Barriers ........................................................................... 74
Theme 4: Parental, Teacher and Student Interventions .................................................... 79
Theme 5: Financial and Non-Financial Resources ........................................................... 82
Additional Theme ............................................................................................................. 86
Summary ........................................................................................................................... 86
Chapter Five: Discussion .............................................................................................................. 88
Summary of Findings ........................................................................................................ 88
Discussion of Findings ...................................................................................................... 88
Implications for Practice ................................................................................................. 101
Limitations ...................................................................................................................... 103
Recommendations for Future Research .......................................................................... 105
Conclusion ...................................................................................................................... 106
References ................................................................................................................................... 108
Appendix A: Interview Protocol ................................................................................................. 126
Appendix B: Theme Coding ....................................................................................................... 129

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List of Tables
Table 1: Distribution of public inclusion schools according to the educational stages ................ 53
Table 2: The Number of Years Each Participant Has Worked as a School Principal .................. 66
Table 3: Sub-Themes and Their Overarching Themes ................................................................. 67
Table 4: Recommendations for practice ..................................................................................... 101
Table 5: The Summary of Recommendations for Future Research ............................................ 106

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List of Figures
Figure1: Conceptual Framework: Self-Efficacy and the Theory of Basic Equality relationship to
social justice theory related to promoting a supportive, inclusive environment ........................... 49

1

Chapter One: Introduction
Inclusive integration has become a critical part of the educational reforms in Qatar as the
country focuses on placing students with certain levels of intellectual disabilities and autism
spectrum disorders in the general education system. With inclusion, school principals' job scale
has significantly evolved to include additional duties, personnel, and paperwork. The
administrators are now expected to lead, manage, and implement programs catering to all
students, including those with disabilities. Therefore, principals play a critical role in the success
or failure of inclusive initiatives. Considering the principals’ important role in creating an
inclusive educational environment, gaining and understanding their perspective is essential to
promote successful inclusion practices in Qatar.
Introduction and Background of the Problem
Inclusive Education
Since UNESCO’s 1994 Salamanca Statement, many countries have and continue to
transition towards inclusive education systems, and this trend has increased the number of
students with disabilities enrolling in mainstream schools. According to Hassanein (2022), the
Salamanca Statement and the UN’s 2006 Convention on the Rights of Persons with Disabilities
(CRPD)affirm the capacity of children with disabilities to learn, grow and integrate into the
expected life of society (Hamid & Mohamed, 2021). Therefore, the UN’s endorsement of
inclusive education has accelerated policy reforms among many countries to promote inclusive
education worldwide. As a UN member who has ratified most of these proclamations, Qatar is
obliged to eliminate discrimination against children with special education needs and prioritize
their inclusion into the educational system.

2

Background of Inclusive Education in Qatar
The State of Qatar has a long history of supporting the rights of children with disabilities
to access suitable opportunities to learn and integrate with other children as part of the country’s
commitment to establishing an inclusive society. As Al Attiyah & Lazarus (2007) note, the
country’s commitment to special education took shape in 1975 by introducing a particular
program targeting males with hearing impairments. In 1981 and 1982, the Qatari ministry of
education (MOE) established separate schools for deaf males and females. In the subsequent
years, the MOE improved access to special education by starting “mental retardation schools,”
which closed from 2006 to 2007 (Al Attiyah & Lazarus, 2007). Despite improved access to
special education, the separate school model that segregated children with special needs
persisted, with less evidence of inclusion until significant education reforms in the early 2000s.
The State of Qatar confirmed its dedication to inclusive education by initiating major
education reforms that started in 2001 intending to eradicate all the barriers to inclusion in
schools. According to Yossef (2002), in 2001, the government established the Special Needs
Committee of the Supreme Council for Family Affairs, a task force to explore the inclusion of
children with physical disabilities in MOE schools. The same year, the government constructed
an accessible school, and the first cohort of 27 students enrolled in two inclusive schools (Al
Attiyah & Lazarus, 2007). The task force set the stage for inclusive education in Qatar by
describing the issues that required attention to facilitate well-organized and responsible inclusion
programs. The government supported integrating children with disabilities into MOE schools
through subsequent programs, laws, policies, and guidelines.

3

Distribution of Schools in Qatar
Compared to many other countries within the Gulf region and globally, Qatar has
significantly fewer public schools. According to the 2020-2021 Annual Statistics, the
Consistently, the number of teaching staff increased by 54% from 8,102 in 2011-2011 to 12,510
in 2020-2021 (MoEHE, 2021). A similar pattern was witnessed in private schools. Notably, the
number of private learning institutions increased by 77% from 388 in 2011-2012 to 388 in 2020-
2021. On the same note, the number of students in pre-primary, primary, preparatory, and
secondary increased from 24,209, 58,601, 18,526, and 13, 164 to 36,295, 103,078, 35,575, and
25,293, respectively, over the same period (MoEHE, 2021). The number of teachers also
increased significantly from 8,102 in the 2011-2012 academic year to 12,510 in 2020-2021
(MoEHE, 2021). These statistics depict a gradual growth in the number of private learning
institutions, students, and teachers over the past decade. The country has 318 public schools,
from pre-primary to secondary. In terms of levels, Qatar has 68, 114, 67, and 69 pre-primary,
primary, preparatory, and secondary schools, respectively. Collectively, public schools have
4,733 classes, 126,256 students, 8,348 administrators, and 14,401 teachers (Ministry of
Education and Higher Learning [MoEHE], 2021). Private schools dominate Qatar’s educational
landscape due to their large number and high student population. The country has 250, 199, 131,
and 106 private pre-primary, primary, preparatory, and secondary schools, respectively
(MoEHE, 2021). Thus, Qatar has 686 private schools compared to 318 public learning
institutions. Private schools have 9,201 classes, 200,241 students, 5,832 administrators, and
12,510 teachers (MoEHE, 2021). These statistics depict private schools as critical in facilitating
educational delivery in Qatar.
4

The number of public and private schools in Qatar has increased substantially over the
years. Between the 2011-2012 and 2020-2021 academic years, the number of public schools
grew by 29%, from 246 to 318 (MoEHE, 2021). A similar trend was witnessed in the population
of students and teaching staff. For instance, the student population in preparatory schools grew
by 92% from 18,526 in 2011-2012 to 35,575 in 2020-2021.
Laws, Policies, Guidelines and Programs for Inclusive Education in Qatar
The Qatari government commits to providing high-quality services to students with
disabilities through various policies, laws, and programs. Notably, the Supreme Education
Council (SEC) policies promote integration by outlining the procedures to support effective
learning and participation of all students in the education system, including those with
disabilities (SEC, 2009). Hamid and Mohamed (2021) write that the SEC policy provides a
guiding framework for all independent schools in Qatar, defining their responsibilities to
children with disabilities. A complete inclusion education system envisions each child's
participation, with schools playing a leading role in achieving this goal. In line with this vision,
the SEC requires schools to implement all possible educational experiences to facilitate the
learning of all students, regardless of their needs. Besides the SEC policy, the State of Qatari has
enacted various laws that promote special education.
The constitution of the State of Qatar enshrines a set of laws and modern legislation that
promote access to special education in the country. For example, in 2004, the Middle East nation
issued Law No. (2), the first Law in the country to regulate the right of persons with disabilities
(Hassanein, 2022). The Law states that "Special Needs Persons shall enjoy the rights in
Education and rehabilitation relevant to their developmental potential, with addition to any
applicable rights under any other relevant legislation" (Almeezan, 2021). As Hassanein (2022),
5

the Law No. (2) affirms the rights of people with disabilities, including education, rehabilitation,
and support services. In general, Qatar has enacted laws protecting the rights of people with
disabilities and promoting appropriate educational and rehabilitation services. Additionally, the
Middle East has ratified various UN conventions, committing to inclusive education. The
ratification of UN conventions that promote inclusive education is one of the indications of
Qatar's commitment to the course of inclusive education. Remarkably, Qatar ratified the UN
Convention on the Right of Persons with Disabilities (CRPPD) in 2007, in this manner,
obligating itself to eliminate discrimination against children with disabilities and make the
inclusive education system a priority ("Qatar Inclusion Education profiles," n.d.; Hamid &
Mohamed, 2021; Hassanein, 2022). The proclamation comprises 50 articles and sets out a legal
obligation for its signatory to uphold and protect PWD's rights, including ensuring full and equal
human rights and opportunities for the fundamental freedom others enjoy (Hamid & Mohamed,
2021). The CRPD requires all learners to have the right to a similar educational provision,
including full participation in school activities and the opportunity to achieve their full potential.
School Principals and Inclusive Education
School principals are at the center stage of inclusive education, considering their crucial
role in creating an inclusive educational environment. As Praisner (2003) notes, the requirements
of inclusivity had significantly increased the responsibilities of school principals from the time of
segregated education, when students with disabilities were schooled in separate institutions.
Currently, the role entails designing, leading, managing, and implementing programs that meet
the needs of every student, including those with various types of disabilities (Praisner, 2003).
School principals provide leadership to the whole school community, including the learners,
staff, parents, and community partners, which makes the role critical in the success of any
6

school-targeting program. In the face of increased duties due to the inclusion of students with
disabilities, principals must exhibit a positive attitude to facilitate the success of inclusive
programs.
Lüddeckens et al. (2021) and Sider et al. (2021) add that school principals are essential to
addressing inclusivity challenges affecting children with disabilities. For instance, students with
learning disabilities often lose ground in reading and may not improve in math. Besides, this
group of learners is more likely to get suspended due to inappropriate behavior. Such
occurrences exacerbate the existing inequalities resulting in low academic attainment in this
group of learners. Nevertheless, inclusive principal leadership can help resolve these issues by
providing direction on dealing with problems affecting students with learning challenges.
Inclusive principals create learning environments allowing all students to succeed irrespective of
their background or disability (Sider et al., 2021). For example, they hire teachers with a special
education background to cater to students with learning disabilities.
Besides, inclusive school principals ensure that all learners excel and feel safe in their
learning institutions (DeMatthews et al., 2021). The rationale for this function is that most
schools face teacher shortages in special education, resulting in underserved students. Besides,
general education teachers lack the capacity to address the need of individuals with learning
disabilities (DeMatthews et al., 2021). Consequently, these students often register low academic
scores, which the general education teachers cannot resolve. Nevertheless, inclusive principals
address this challenge by creating high expectations and supporting learners with disabilities.
Specifically, such leaders play critical functions in enhancing instruction and improving
coordination between general education teachers and special education instructors. Moreover,
7

they strive to retain effective teachers of students with learning challenges. Overall, school
principals are crucial to promoting inclusive education, and their attitude is vital.
A principal’s attitude determines if they would aid in creating an inclusive environment
that allows individuals with learning challenges to prosper. Khaleel et al. (2021) observe that the
feelings and mindsets of leaders in schools influence the creation and promotion of inclusive
learning communities. A principal’s positive attitude inspires other educators to adopt inclusive
practices. For example, if a leader at a learning institution aspires to have an equal environment
that allows all students to excel and achieve the desired academic scores, they would support
hiring more special education teachers. Moreover, they would encourage other staff members to
modify their teaching approaches to accommodate children with learning disabilities. Several
studies have examined the attitude of principals and teachers toward these aspects (Hamid and
Mohamed, 2021; Horrocks et al., 2008; Moriña, 2017; Schuelka, 2018; Warnes et al., 2021). In
their study, Horrocks et al. (2008) established that principals believed children with autism could
be included in a regular educational classroom and excel academically. Similarly, Hamid and
Mohamed (2021) also found a positive attitude toward inclusion policy among principals.
Another study by Moriña (2017) revealed that physical obstacles such as shortage of classrooms
can undermine the effective implementation of the inclusion policy. Similarly, Schuelka (2018)
established sufficient human and financial resources as essential in executing an inclusive
learning model. Warnes et al. (2021) found that teachers in mainstream schools need support
from specialized individuals to implement an inclusive education policy. Overall, school
principals are instrumental in creating and supporting inclusive education.

8

Purpose of the Study and Research Questions
The study's primary purpose is to explore the attitude of elementary school principals
regarding the inclusion of students with intellectual disabilities and autism in mainstream schools
in Qatar. This study also sought to examine the challenges principals face when implementing
this program, potential solutions, and essential resources for its effective delivery.
While significant research has occurred in inclusive education, knowledge relating to the
principal's attitude towards inclusion in mainstream education in Qatar remains vague and
insufficient since no research has focused on this area. Thus, the present study aimed to fill this
knowledge gap by examining the perceptions of Qatar school principals toward the inclusion
policy, implementation challenges and potential solutions, and essential resources to deliver it
effectively. Furthermore, the information gained through this study may lead to significant
implications for the inclusion of special needs students in general education across Qatar and
provide a roadmap for school principals to prepare better, and support principals to serve in an
inclusive educational system. The study sought to respond to the following research questions.
1. What are the school principals' attitudes toward implementing inclusive education in
their schools in Qatar?
2. What challenges and barriers do elementary school principals face in implementing
inclusive education in Qatar?
3. What strategies and practices do elementary school principals use to address Qatar's
challenges and barriers to inclusive education?
4. What resources and training do elementary school principals need to implement
inclusive education effectively in Qatar schools?

9

Organizational Context of the Study
This study examines elementary public schools designated by the Ministry of Education
and higher education (MoHEH) to provide education to students with disabilities. Following the
1992 United Nations endorsement of the International Day of Persons with Disabilities, Qatar
has enacted several measures to support the learning of people with special needs. For example,
in 2008, the Middle East became among the first nations to ratify the Convention on the Rights
of Persons with Disabilities (NQA, 2021). Additionally, the country included a clause in Qatar's
National Vision 2030 to protect and promote the rights of people with disability and integrate
them into society. These efforts include a project to modify and equip 66 public schools from a
total of 318 public schools from different education levels with resources to support the
academic needs of students with disabilities and provide these schools with a multidisciplinary
team of special education teachers, teacher assistants, speech and language therapists,
occupational therapists, physiotherapists, and psychologists to prepare individualized educational
plans and programs for students with disabilities. This study targets a pool of 32 inclusion
schools that had been chosen from 114 schools at the elementary level.
The goal of the 66 public institutions is to provide the necessary resources to support the
education and integration of students with disabilities. According to the Ministry of Education,
the mission of these institutions is to increase enrollment in the public education system for
students with stabilities between 4 and 18 years (NQA, 2021). These institutions also aim to
establish a framework to assess and diagnose special-needs learners in public schools. Other
goals of these intuitions include developing legal and legislative frameworks and offering
equitable opportunities for all learners to acquire higher education (NQA, 2021). This field
includes the ministry of education officials, parents, students with disabilities, principals, and
10

teachers. This study will interview 16 principals from these 66 public institutions providing
education to students with exceptional academic needs.
The study in these institutions is vital in understanding the problem in practice and
establishing measures to promote the culture of inclusivity in their schools. School principals are
the centerpiece of progress and policymaking in any learning institution. As a result, they
determine the level of cultural inclusivity and the success of such programs in their schools.
These 66 schools were selected to provide equitability learning opportunities for students with
disabilities.
Theoretical Framework and Methodology
The theoretical and conceptual framework provides the underlying assumption of the
issue under consideration, this section discusses the relevant theories and conceptual framework
that can be utilized to motivate school principals to promote a culture of inclusivity in their
schools. The conceptual framework is comprised of the constructs of self-efficacy theory, the
theory of basic equality, and social justice theory.
Self-efficacy theory and the theory of basic equality are vital frameworks in this research
study. Self-efficacy significantly affects how these individuals approach essential tasks and goals
in their lives. Doménech-Betoret et al. (2017) define this theory as a person’s belief in their
capacity to mobilize and execute an activity to realize particular objectives and goals. This model
is vital in the current study because most academic stakeholders, especially principals, struggle
to implement inclusivity programs involving children with disabilities. However, improving the
self-efficacy of both principals and learners can ease the successful implementation of this
program. By contrast, the theory of basic equality holds that all people have a right to equal
treatment irrespective of their characteristics or status (Kirby, 2018). Concerning children with
11

learning disabilities, schools should create environments that allow them to access opportunities
similar to those available to their able-bodied counterparts. For example, creating learning
environments that promote interactive instruction will enable autistic children with concentration
problems to keep up with the learning activities. To Flynn and Lemay (2022), society needs to
ensure the living conditions of people living with disabilities is close to their able-bodied
counterparts. The above statement implies educational institutions and school leaders should
create environments that include students with learning challenges to promote equity. Thus,
inclusivity programs, similar to the one under investigation, will help fulfill these objectives by
ensuring no child, regardless of intellectual or physical status, gets left behind.
Social justice theory is also relevant in the study of inclusivity programs involving
children with disabilities. Scholars developed this theory to stop the exploitation of marginalized
groups who suffered from disparities between the powerful rich and vulnerable poor. This
theoretical model holds that society should be fair and just to everyone by allocating
opportunities and resources. According to CFI (2022), social justice involves a stronger focus on
empowering and offering equal opportunities to every group, including disadvantaged groups.
Since this model advocates that individuals should be given tools specific to their needs, it relates
to the study of the programs designed to ensure that people with disabilities in Qatar have equal
opportunities as other people. In general, this conceptual framework will help to explore and
understand how the school principals promoting supportive inclusive environment.
This study employed a qualitative approach to gather the necessary data to answer the
research questions. A qualitative method collects people's opinions, viewpoints, and experiences
to answer the research questions. In this study, I aim to determine the attitude or principals
towards these inclusion programs for students with disabilities in public schools. As a result, the
12

study aims to collect non-numerical information or the experience of these academic
stakeholders toward inclusion programs. For this reason, the qualitative approach is the most
appropriate research method. I used the interviews to ask open-ended questions that will provide
the respondents with a platform to share more information about their attitude towards the
inclusion programs for students with disabilities in public schools.
Limitations, Delimitations, and Assumptions
The primary assumption in this study is that 16 respondents will provide enough
information to form a comprehensive picture of the phenomenon. The second presumption is that
principals in these learning intuitions are the sole significant drivers of school changes. Lastly,
this study assumes that the principles will be constantly available for consultation.
Two limitations were identified in this study, First, the physical distance between the
interviewer and the participants is a significant limitation affecting the study. As Howlett (2022)
notes, in-person fieldwork leads to travel constraints that adversely impact research data. A
researcher has to cover several distances to collect data relevant to the study. Moreover, the
distance might make it challenging for the researcher to consult participants in case clarification
is needed. Lastly, the distance and the sampling methods create some challenges for the study.
Hesitancy also will be expected from school principals in honestly expressing their attitude
toward inclusion and the challenges they face.
Nevertheless, the researcher will mitigate this difficulty by taking the participants' contact
information to reach them whenever necessary. Secondly, the use of purposive sampling presents
the study with researcher biases and some changes involving the representative accuracy of the
sample. According to Campbell et al. (2020), this sampling approach encourages researchers to
13

organize samples to meet the research objectives. However, this effort leads to trustworthiness
and credibility concerns.
Regarding delimitations, the researcher will only include participants in the study once the
data collection process has started. Besides, the researcher will only focus on the principles.
These decisions aim to eliminate bias and avoid collecting irrelevant data.
Definitions
This section of the study defines concepts related to the study that the researcher believes
will help readers understand the research better. The terms include;
Autism is a complex developmental disorder that affects a child's communication,
language, social skills, sensory processing capabilities, emotional regulation, and executive
cognitive functioning (American Psychiatric Association, 2017; Garrad et al., 2018).
Attitude refers to an individual's emotions, beliefs, and behaviors towards a particular
object, person, thing, or event (Cherry, 2022). Attitudes usually develop from the experience of
upbringing, and while they persist, they can also change (Cherry, 2022).
Inclusion is a practice that includes and accommodates individuals who have historically
been excluded or marginalized, such as those with physical or intellectual disabilities (Jagoo,
2021). Inclusion allows children with disabilities to access full social and educational
opportunities with their nondisabled peers.
Inclusive education is a policy that means placing all children, regardless of their
challenges, in the same school and classrooms as other students without disabilities (UNICEF,
n.d.).
Intellectual Disability, formerly known as developmental delay or mental retardation,
intellectual disability involves deficits in basic cognition (Bowins, 2021). Affected individuals
14

commonly exhibit deficits in executive functions, problem-solving, and overall fluid intelligence,
though their social cognition is relatively intact (Bowins, 2021).
Students with disabilities, or a "child with a disability" means "intellectual disability,
hearing impairment, speech or language impairment, serious emotional disturbance, an
orthopedic impairment, autism, traumatic brain injury, other health impairment, specific learning
disability, deal-blindness, or multiple disabilities, because of those impairments, need special
education and related services” (IDEA, n.d.).
Organization of the Dissertation
The remaining part of the dissertation is organized into various sections as
follows. Chapter Two covers the literature review on inclusive education in Qatar.
The section focuses on the inclusive education movement in Qatar and examines the
cross-country and socio-cultural aspects of inclusion in the country. Chapter Three
of the study covers the research methods and data analysis. In this section, I describe
the research approach, the study’s theoretical framework, the study sample, data
collection and instrumentation, data analysis, and ethical considerations. Chapter
four provides a comprehensive examination of the data gathered from the
participants, an overview of the sample, elucidates the emergent themes, and
culminates with a summary of the addressed aspects. Chapter Five critically
analyzes the study themes with prior studies, evaluates them within the theoretical
framework, investigates their impact on educational practice, and provides
recommendations for future research.

15

Chapter Two: Literature Review
This literature review focuses on Qatar's inclusive education movement, examining and
evaluating cross-country and socio-cultural changes to address and understand Qatar's adopted
and implemented inclusive education policies in its education system. The review is divided into
three significant sections. The first section addresses inclusive education and the importance of
understanding inclusive practices, policies, and development as a concept, then discusses the
benefits and barriers to inclusion in education. The second section addresses the study's
background, which includes a historical overview of Qatar's education reform, followed by the
cultural aspects of inclusion, examining the government's responsibility to provide diverse
approaches to educating students with disabilities. The third section will focus on principals'
roles and responsibilities and research principals' attitudes, beliefs, and behaviors toward
inclusive education. Self-Efficacy Theory, and the Theory of Basic Equality Social Justice theory
are presented to explain the important role the school principals play in establishing an inclusive
and supported school environment.
Inclusive Education
All over the world, there is a movement toward more inclusive educational practices and
policies that give all students equal rights to gain access to general education (Mukhopadhyay,
2014). The Salamanca Statement (UNESCO, 1994) and the Convention of the Rights of Persons
with Disabilities (2006) called on the international community to endorse inclusive schooling
and give all children access to regular schools, regardless of any special needs. Several nations
have even enacted legislation that addresses the needs of people with disabilities, such as the
Individuals with Disabilities Education Act (IDEA) in the United States. Education is the main
area that gifts children an opportunity to acquire knowledge and skills to assist them for the rest
16

of their lives. Regardless of one’s status, gender, race, ethnicity, or any other difference,
everyone has the right to access education. The objectives of education include the full
development and dignity of each person, the ability to participate effectively in society, and the
strengthening of respect for human rights (Economic, Social, and Cultural Rights, n.d.). Even
though many governments have made commendable progress in understanding the needs of
students with disabilities, the terms “inclusive education” and “inclusion” are, unfortunately, as
Weber (2012) reported, used in several different senses among policymakers and educators
around the world.
Understanding Inclusion
Inclusive education has gradually evolved to meet the needs of students with disabilities
in general education and integrate them into regular classes. For instance, many countries have
established and resourced educational institutions to provide relevant, practical, and valuable
inclusive education. However, there is no universally accepted definition of inclusive education
since the concept covers various educational needs. Mitchells (2005) briefly notes that inclusion
is a broader term, covering several main features: entitlement to full membership in regular, age-
appropriate classes in their neighborhood schools; access to appropriate aids and support
services; and individualized programs with appropriately differentiated curriculum and
assessment practices. Inclusive education mainly strives to address the diverse needs of all
students in a classroom regardless of external factors such as financial status, race, religion, and
disability (Florian, 2019). Therefore, in an inclusive classroom, students with different learning
and disability needs are educated jointly without discriminating against any individual. In most
cases, an inclusive classroom encompasses students with mental and physical impairments,
including but not limited to learning disabilities, mobility limitations, language disorders,
17

intellectual disabilities, and behavioral disorders (McLinden, Lynch, Soni, Artiles, Kholowa,
Kamchedzera, Mbukwa, & Mankhwazi, 2018). This means that inclusive education is an
educational system that is designed to provide accessibility to marginalized populations in
societies and schools.
Inclusive education is the self-conscious and deliberate structuring of classroom
environments so that they are congenial and accessible not only to students with mental or
physical impairments but also to those that experience discrimination and segregation in society
(Kirschner, 2015). A typical inclusive classroom also provides equal opportunities for students
from different religious and cultural backgrounds, ethnic minorities, and social classes, among
others. The essential principle guiding inclusive education is that all children should learn
together whenever possible, regardless of their backgrounds and differences (Haug, 2017).
Therefore, inclusive schools and classrooms must recognize and respond accordingly to the
diverse needs of society, especially students, by accommodating different learning rates and
styles that focus on improving the quality of education (UNESCO, 1994).
Studies have argued that inclusive education incorporates organizational arrangements,
appropriate curricula, teaching strategies, community partnerships, and resources that can help to
learn. Historically, inclusive education gets its roots in the disability movement from several
conventions and declarations, such as the Universal Declaration of Human Rights"(Article 26),
1948, World Programme of Action for Persons with Disabilities, 1984, The Convention on the
Rights of the Child in 1989, and The 1994 Salamanca Statement and Framework of Action on
Special Needs Education. The 2007 United Nations Convention on the Rights of Persons with
Disabilities recognizes the right to education for all individuals in society. As such, they have
been critical in making milestone steps toward actualizing inclusive education. Policymakers
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argue that participation and inclusion are essential to human dignity, thus, should be practiced in
all environments (Kefallinou, Symeonidou & Meijer, 2020). Advocates for inclusion state that
inclusive education is a type of schooling that practices the values of democracy in society. Thus,
inclusion is understood as a critical component in education that facilitates practicing equality
and human rights in a classroom where all students get an equal opportunity to learn regardless
of their differences and provides them excellent prospects for academic and social achievement
(Winter, & O'Raw, 2010). It is essential to have a strong understanding of the rationale and the
benefits and barriers of inclusion.
Benefits and Barriers to Inclusion in Education
Moving towards more inclusive ends in education positively affects all students and
involves stakeholders facing new challenges in engaging with new roles and responsibilities. A
typical understanding of inclusive education recognizes its importance in removing all obstacles
that can influence learning and allows learners vulnerable to marginalization and exclusion to
benefit from education. Thus, inclusion in education is an approach that is designed to facilitate
educational success for all children in the community. However, as much as inclusive education
can benefit society, several barriers hinder the implementation of an inclusive classroom
environment.
The benefits of inclusion have been shown over the years, not just for special needs
students. Research shows that inclusive education has positive effects on all students. The
fundamental concept of inclusive education helps students respect their individuality and that of
others in society. Since an inclusive classroom integrates students with several differences and
capabilities, they learn to appreciate these differences and accept the individuality of others
(Mag, Sinfield, & Burns, 2017). The role of teachers in an inclusive classroom is to impact such
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virtues on the student and help them see the world from a different perspective. For example,
students in an inclusive classroom have a different perception of people with disabilities since
they interact with them daily, compared to those in mainstreaming learning (Parsons &
Beauchamp, 1995). Thus, apart from impacting positive values on the students, inclusive
education helps broaden the perspective and thinking of the students. Also, inclusive education
encourages the involvement of parents in their children’s education, which can positively
influence the students’ success. Parental involvement in a student’s education has been found to
have several positive outcomes on the success of the students (Afolabi, 2014).
Additionally, inclusive education plays a fundamental role in enhancing the emotional
quotient of students. In an inclusive environment, students learn to have tolerance, patience, and
compassion toward their peers, all of which contribute to developing their emotional quotient
and intelligence (Kefallinou, Symeonidou, & Meijer, 2020). Consequently, inclusive education is
critical in helping students learn to accept their peers' strengths and weaknesses. Individuals in
society display different strengths and weaknesses, which define their personalities.
Understanding these strengths and differences is vital for facilitating social interactions
(McMillan, 2008; Nishan, 2018). Inclusive education also provides better learning opportunities
for students since it inculcates students with different abilities. Studies show that students with
different abilities are motivated to achieve more success when working together. When students
learn in an environment surrounded by individuals with different abilities, they are motivated to
perform better and collaborate with them to enhance their abilities (McLinden, Lynch, Soni,
Artiles, Kholowa, Kamchedzera, Mbukwa, & Mankhwazi, 2018). As a result, an inclusive
classroom cultivates a culture of teamwork, a crucial life skill.
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Although there are benefits to access to mainstream education environments equally
provided for all and, more specifically, for children with disabilities, some barriers still need to
be removed. One underlying barrier that affects implementing inclusive learning is society's
belief and attitude toward inclusion. Many societies are unwilling to embrace the concept of
inclusion or change their existing norms and practices, which, to some extent, supports the
marginalization and exclusion of people with disabilities (Villegas, 2015). This has been
identified as a common challenge affecting inclusion integration in education. Another barrier to
inclusive education relates to the lack of support and vision by the leadership of schools and
communities. The leadership must have a shared understanding of inclusive education's role in
society (Carter & Abawi, 2018). Without vision and understanding, the implementation of
inclusive education becomes a challenge. Inadequate resources are also a barrier that hinders the
successful integration of inclusion in the classroom (Carter & Abawi, 2018). Without resources
such as equipment, learning materials, and funding, successful implementation of inclusion in a
classroom setup becomes a significant challenge. Thus, the collaboration of key stakeholders is
essential in integrating inclusion in the classroom.
A shortage of skilled personnel is yet another barrier that affects the success of inclusive
education in a traditional setting. There need to be more skilled teachers equipped with the
appropriate knowledge and skills to handle a diversified classroom. Limited investment in
training is the leading cause of this shortage, affecting the integration of inclusive education in
schools (McLinden, Lynch, Soni, Artiles, Kholowa, Kamchedzera, Mbukwa, & Mankhwazi,
2018). According to Moriña (2017), physical barriers such as marginalization and an
economically deprived school system also contribute as barriers to inclusive education. For
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example, students in rural areas might experience challenges such as inaccessible roads, which
restrict their opportunity to benefit from inclusive education.
Furthermore, many policymakers across the globe are emphasizing the need for
standardized assessments in schools (Villegas, 2015). The argument behind standardized
assessment is that it increases the accountability of the students. However, such measures hinder
the successful implementation of inclusive education since learning in an inclusive classroom is
diversified, and different students use different learning approaches. Thus, they cannot be
assessed equally.
People with disabilities have a right to inherent dignity, including the freedom to choose.
Like other individuals, those with impairments need to enjoy full and effective participation and
inclusion in communal activities (Smith, Polloway, Patton & Dowdy, 2008). Inclusiveness in
education can also be achieved by developing positive attitudes (Loreman, 2007). Since people
with disabilities are recognized internationally, various countries have developed strategies to
offer sufficient protection for their civil, cultural, economic, political, and social rights. In this
case, all countries, including Qatar, have implemented specific regulations to protect these
people from discrimination. Inclusive education in Qatar supports the transformation of the
education system to ensure equal opportunities to access, participate, and learn for all children.
Education Reform and Inclusion Education in Qatar
Inclusive education is a global movement that emerged in response to the exclusion of
students with disabilities and other diverse students from formal education systems. This
literature review focuses on Qatar's inclusive education movement, examining and evaluating
cross-country and sociocultural changes to address and understand how Qatar has adopted and
implemented inclusive education policies in its education system. A historical overview of
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Qatar's education reform is also included, followed by the cultural aspects of inclusion,
examining the government's responsibility to provide an excellent example of the diverse
approaches to addressing the task of educating students with disabilities. Finally, the review will
introduce the benefits and challenges of inclusion and integration in Qatar.
Education Reform in Qatar
Qatar aims to develop a world-class education system that meets modern international
standards. As a result, the education system has experienced a series of comprehensive reforms
since 2001. The Qatar government approached the RAND Corporation in 2001 to recommend a
reform framework based on a comprehensive analysis of its K-12 system. According to Brewer
(2007) and Nasser (2017), RAND's role was to establish a proposal for a new national education
system in Qatar. RAND assessed Qatar's existing education system's significant strengths and
weaknesses and provided recommendations and options for the new schooling system.
According to the analysis, there were several strengths in the existing system. Many teachers
were enthusiastic and wanted to deliver a solid education; some exhibited a genuine desire for
change and greater autonomy. Additionally, parents appeared open to the idea of new schooling
options. On the other hand, there were many weaknesses in the education system. There needed
to be a vision of quality education and the structures needed to support it. The curriculum in the
government (and many private) schools was outmoded and emphasized rote memorization,
leaving many students bored and providing little opportunity for student-teacher interaction. The
system lacked performance indicators, and there was no attempt to link student performance with
school performance (Brewer, Augustine, Zellman, Ryan, & Goldman, 2007).
In 2004, a new system was proposed, which differed operationally and structurally from
that of the Ministry of Education (MoE), which had overseen the schooling system. A new
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entity, known as the Supreme Education Council (SEC), was established to oversee the reform
efforts. Romanowski (2014) states that amongst RAND's proposals, the government chose to
implement a charter school model, which decentralized the Qatari education system and
promoted the establishment of independent schools. Four principles characterized this new
model, called Education for a New Era: accountability, school autonomy, different schooling
options, and choice for stakeholders. The independent schools would be phased in over time,
operating alongside Ministry of Education governmental schools.
In 2009, SEC consolidated with the MoE, and all remaining schools were transitioned
into independent schools during 2009-2010 (UNESCO, 2021). Ellili-Cherif and Romanowski
(2013) reported that the reform had a positive impact on various facets, including instruction,
learner attitudes, and principals' leadership approaches. However, stakeholders perceived the
reforms as sometimes unrealistic and overly ambitious, as they reported challenges associated
with the scale of extra work and effort the reform required, as well as the continuous changes. To
address some of these concerns, in 2016, the SEC was restructured with the establishment of the
new Ministry of Education and Higher Education (MOEHE), which moved to develop a unified
structure in the educational system and reorganized the Supreme Education Council into a
Ministry (Nasser, 2017).
Qatar’s National Vision 2030 (QNV) and the Qatar National Developmental Strategy
(QNDS) are examples of reform initiatives. QNV asserted that economic success would be
achieved through a world-class education system that provided students with a first-rate
education compared to that offered anywhere in the world. QNV 2030 defines the desired
outcomes for the country by the year 2030 and provides a framework within which sector
strategies and implementation plans have been developed. The national vision addresses
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significant challenges facing Qatar through four interconnected pillars, with education playing a
role in all of them. Building from the education reforms that began in 2004, the QNV and QNDS
continue focusing on inclusive education. Qatar led the inclusive movement at the beginning of
its education reform, attempting to establish an inclusive environment through independent
schools.
Special Education in Qatar
Qatar supports the rights of children with disabilities to obtain suitable opportunities to
learn and to be integrated with other children to shape an inclusive society. On the other hand,
Qatar obtains an intriguing and complex history of the Education of students with disabilities as
its movements, reforms, and Vision confirm. The achieved progress discloses the leap towards
inclusive education culture. Oto discover Qatar’s past, present, and future in inclusive education
implementation through its initial approach, restructuring and match with diverse students’
special needs.
The government of Qatar wants to provide relevant, practical, proper education and
enacted legislation that supports education of people with special needs. Qatar’s Law no. 2 of
2004 stated: “Special Needs Persons shall enjoy the rights in Education and rehabilitation
relevant to their developmental potential, with addition to any applicable rights under any other
relevant legislation” (Almeezan, 2021).
Al Attiya and Mian (2009) argue that as a modern country, Qatar promotes the rights of
individuals, especially children with disabilities, to access opportunities to be integrated with
their peers to influence an inclusive society. According to Al Attiya and Mian (2009), the
country introduced special education in 1974, beginning with one class for students with hearing
impairments in Doha, primarily for boys. The first institution for the disabled was Al Amal
25

Institute for Males, which was established by law in 1981 under the MoE to teach the deaf and
hearing impaired. After a few years, female students were added, and two more “Mental
Retardation Schools” were opened. In 2006-2007, the MOE schools for mental retardation
services closed, all students were transferred, and the programs became part of the Shafalah
center. Al Shafallah Center for Persons with Disability was established in 1999 to provide
exemplary educational and rehabilitative services to persons with intellectual disabilities and
autism who are under 21 years old. Even with this change, the separate school model for children
with disabilities persisted in Qatar, with little evidence of inclusion (Al Attiya & Lazarus, 2007).
One of QNV 2030 stated goals is to establish, promote, and develop a world-class
education system where inclusion is indispensable. Students should be provided with first-rate
education, while the education system should adjust to “a new knowledge order” (Nasser, 2017,
p. 12). QNV recognizes that education is a basic need for every child and is an essential tool that
helps them reach their full potential. For this reason, evidence-based practices, teaching quality
improvement, curriculum standards evolvement, staff-enhanced training, and professional
learning constitute the highly needed instrumental framework was developed. The core results of
the described and conducted educational reform refer to a standardized system. The Vision relies
on “human development, social development, economic development, and environmental
development” (Nasser, 2017, p. 16). These pillars contribute to creating various policies, laws,
and position papers and amplifying learning environments for student-centered classrooms and
other associated documents to advocate for inclusive integration in the country’s education sector
(Almandi et al., 2019). Additionally, it is speculated that about 80 percent of independent schools
in Qatar are currently introducing additional educational needs and facilities for those with
disabilities beyond the standard educational provisions. The Shafallah Center and the Qatari
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Society for Rehabilitation of Special Needs are among the largest service providers that work on
Vision fulfillment and disabled individuals’ support “from birth onwards” (Qatar’s fourth
national human development report 2015, p. 78). Social justice, empowerment, unbiased
judgment, and focus on special needs translate into renewed virtues that the system follows and
aspires.
Overall, QNDS pursues sustainable approaches that ingrain inclusiveness as a valid
building block. Qatar’s “Ministry of Education and Higher Education is committed to inclusive
integration in education ‘where possible’” (UNESCO, n.d., para. 2). It implies tailoring
education services and placement options in accordance with learners’ abilities. The state’s
strategic national agenda involves a rights-based approach that could ensure diverse groups’
development. Its programs, policies, and initiatives cover subpopulation groups, such as the
vulnerable, disadvantaged, and marginalized. Inclusion becomes a valuable asset fundamental
for sustainable, peaceful living and development. The upgraded Vision claims “a social rather
than a medical model for disability” (Qatar’s fourth national human development report 2015, p.
5). Students at primary educational stages and early childhood with special needs are enrolled
and offered educational opportunities. These priorities are distinguished by the Ministry of
Education and Higher Education for the recent time frame in the 2017-2022 strategy (UNESCO,
n.d., para. 4). The shared areas of interest lean towards diversity, quality, and equity.
The Inclusion and Inclusive Education Movement in Qatar
The concept of inclusion in education is relatively new in Qatar; therefore, Qatar’s early
intervention programs, such as those provided by Hamad Medical Corporation (HMC), reflected
the government’s efforts to attend to the needs and expectations of individuals with disabilities
(Al-Attiyah & Mahasneh, 2018). Programs provided by HMC, in collaboration with MoE,
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focused on overseeing child development and were geared toward enhancing the disabled
individual’s overall quality of life by incorporating various strategies, such as therapy for
behavioral changes, for such individuals.
In 2001, a task force called the Special Needs Committee of the Supreme Council for
Family Affairs was established to explore including children with physical disabilities in MOE
schools. Due to the need for more specialists in the support service to assist with the inclusion
process. MOE recruited service staff from Egypt, Tunisia, and Jordan, in addition to a group of
inclusion teachers who were selected from volunteer teachers who gave workshops to prepare
them to be teachers to support special education for children with physical disabilities (Youssef,
2002). In 2007, the SEC defined inclusive education as enabling all learners to participate and
learn effectively within mainstream classrooms and schooling systems (UNESCO, 2020). As a
result, 35 inclusion schools were established under the supervision of the SEC. Individuals with
severe mental disabilities and multiple disabilities were not accepted in special education schools
related to the MOE (Al Attiyah & Lazarus, 2007).
In 2015, the SEC announced the Roua Assessment, Advice, and Support Center
(RAASC) to provide the highest educational services and alternatives to students with special
needs. RAASC is operated by the Ministry of Education and Higher Education (MoEHE) with
the Special Needs and Gifted Education Department’s (SNGED) supervision at MEHE. RAASC
was established to evaluate school-aged children with disabilities so they can receive special
education and related services for the first time. RAASC conducts a complete and individual
initial evaluation of the child to see if the child has a disability and is eligible for special
education in public schools in Qatar. In 2016, a new department was presented with the
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establishment of the MoEHE, called the Special Needs and Gifted Education Department
(SAGED) (MoEHE, 2021)
Inclusive Education New Policy
Ensuring the provision of high-quality services to students with disabilities in line with
the latest developments and practices in special education was one of the main factors that called
for a review and revision of the policies of MoEHE related to additional educational support and
education for people with disabilities. The UN Convention on the Rights of Persons with
Disabilities advocates for equal opportunities and accessibility of basic needs for disabled
individuals. Therefore, MoEHE’s establishment of a special education system reflected the
country’s recognition of this aspect of the UN convention (Abdulla & Hassanein, 2017).
The Department of Special Needs and Gifted Education was created to coincide with the
transformation of the Supreme Education Council into the Ministry of Education and Higher
Education by the Emiri Resolution and based on Emiri Resolution No. (16) of 2014, amended by
Resolution No. (4) of 2016 (Almeezan, 2021). MoEHE commits itself to inclusive integration
when possible by offering placement options for disabled students based on their scale of
disability. As part of the modernization of education policies for persons with disabilities,
MOEHE divided schools by educational services for persons with disabilities. Those with severe
difficulties, including students with autism spectrum disorder and intellectual disabilities, attend
particular academic institutions that provide tailored education targeting specific needs. Learners
with mild and moderate disabilities are mixed with their peers in regular classrooms and carry
out activities in resource rooms (UNESCO, 2020). Thus, educational programs are enacted based
on individuals’ needs and abilities, as some disabled students with moderate visual and hearing
impairment and physical disabilities attend regular schools. UNESCO (2020) reports that
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approximately 80 percent of public schools have educational services, including staff, facilities,
and educational programs for disabled students. Therefore, there are 70 inclusive public schools
for boys and girls at all levels of education and five specialized schools for students with
intellectual disabilities and Autism from medium to severe. These improved education policies
were also crucial in achieving the core vision and mission of the Ministry of Education in the
formulation and implementation of an educational system that is integrated and characteristic of
an inclusive classroom structure.
Benefits and Challenges of Inclusion in Qatar
The benefits of inclusion are numerous, not only for children with disabilities and their
families but for all children. Several investigations have demonstrated that students with
disabilities can benefit from successful inclusion academically and socially. The integration of
students with disabilities in the general education classroom and schools is associated with
positive effects on social and cognitive development, and they can make gains in cognitive,
academic, language, functional and social skills when placed with other students (Ugalde,
Santiago-Garabieta, Villarejo-Carballido, & Puigvert, 2021).
Meanwhile, it is essential to highlight the challenges that face the inclusion process in
Qatar. A lack of accurate and reliable data has been one of the main challenges facing
recognizing the rights of persons with disabilities. The lack of accurate and reliable data affects
the development of effective services and responses. Without it, there can be no appropriate
services or programs and no proper response to needs (Al-Thani, 2007; Keller, Al-Hendawi, &
Abuelhassan, 2016).
WHO attributes various factors to the inability of most Arab countries to care for disabled
people. It asserts that “the Arab region faces several challenges around disability, such as the
30

variation in the definition of disability from one country to another; the lack of data and
information on the different aspects of disability; domination of the concept of “care” in
addressing the issue over the philosophy of inclusion; the discrepancy between the current level
of political commitment with the magnitude of disability and the declared commitments; the gap
in understanding how commitments are translated into action; the fragmentation of existing
efforts and insufficient or ineffective coordination mechanisms within and between the
concerned sectors” (Hadidi & Al Khateeb, 2015 , p. 521). Furthermore, the increasing political
instability in these countries implies that cases of disability are likely to rise in the future
(UNESC,2018).
Although the State of Qatar provides special attention and equal care to people with
disabilities, women with disabilities still face some difficulties. Despite the attention given to the
special-needs population nationally and internationally, the findings suggest that women with
disabilities still face a “double handicap” economically, socially, and politically (Al-Attiyah &
Nasser, 2014). Al-Attiyah and Hassanein (2017) expressed the need to raise awareness of the
rights of persons with disabilities and their needs, especially women, and to enable them to
realize their rights and acquire the knowledge needed to access available services.
Lack of proper teacher training and development is a primary challenge facing the ability
of Arab countries to offer special education to individuals with disabilities. For instance, there
were no training programs in Qatar concerning special education until the early 1980s. Although
the current situation is characteristic of a new direction in the education system, whereby some
colleges and universities offer short-course programs in special education, the number of trained
teachers is far below the ever-increasing number of disabled people in Qatar (Hendawi & Nosair,
2020). However, this circumstance is being countered by the government’s efforts in enhanced
31

teacher training research, tests, publications, seminars, and conferences related to disability
(Keller et al., 2016). Additionally, government plans are underway to establish a special
education department that will be charged with the primary role of formulating and
implementing improved approaches to special education in the country.
Consequently, the conducted analysis provides a vivid explanation of Qatar’s path
towards inclusive education for serving the best interests and special education needs of students
with disabilities. It starts with a medical approach that assesses, identifies, and offers a cure
during education. It shifts to the rights-based framework that empowers and promotes
educational opportunities for all. Ultimately, Qatar conjoins regular mainstream classrooms with
different inclusive environments for ensuring proper support and integration. The upgraded
standardized curriculum and system lends key elements from western patterns to pursue quality.
The Role of School Principals in Enhancing Inclusive Education
Inclusivity in schools is vital since it is consistent with ethical values such as diversity
and care. However, groups such as Blacks and the disabled have often suffered exclusion in
schools through service provision and interactions with their peers. It is worth noting that
disabled students often suffer the most when they learn in schools that have not adopted
inclusivity policies. Such situations indicate the need for developing inclusivity policies and
ensuring their effective implementation. Enhancing inclusivity in elementary schools requires the
support of key stakeholders. Principals, the top school leaders, are vital in promoting change in
their schools. Without their effective leadership, schools may be unable to improve in welcoming
and supporting diverse student populations. Principals can enhance inclusivity by drawing
together all key stakeholders and mobilizing resources that can be used to promote the initiative.
It is worth noting that dialogue is vital in bringing change in schools (Osiname, 2018). Principals
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should also motivate teachers and other staff members to advance inclusivity in their interactions
with individuals with diverse backgrounds and needs, especially the disabled (DeMatthews,
2015). Therefore, elementary school principals play a significant role in enhancing the inclusion
of students with disabilities through their beliefs and practices, ensuring that such initiatives are
sustained in the long term.
Elementary School Principals' Definition of Inclusive Education
Inclusivity involves ensuring that every student succeeds in their education through equal
distribution of learning resources and tailoring learning to suit the needs of special groups, such
as the disabled. Ensuring that all learners are effectively incorporated despite their varying
abilities is vital. Besides, there is a need for equal access to quality education at all learning
levels. Inclusive schools incorporate students with disabilities in general education classrooms,
allowing them to interact with other students without special needs (Hussain, 2017). Inclusive
principals are usually well-equipped and prepared to serve students with disabilities (Connally &
Kimmel, 2020). It is worth noting that students with disabilities require special instruction, care,
and treatment (Khaleel et al., 2021). They also define inclusive education as the ability to offer
necessary support to teachers to enhance learning outcomes in general and special education
settings.
Inclusive principals should provide appropriate resources to teachers that attend to
students with disabilities to enhance effective learning. The above objective is achieved through
developing special systems and techniques to meet the diverse needs of all students. Moreover,
inclusive education should ensure that learning environments are conducive to enhancing the
excellence of all students, regardless of their background. Students of diverse races, family
backgrounds, gender, language ethnicity, and those with disabilities require appropriate support
33

from school leaders, especially principals, to meet their learning needs. Principals should ensure
that students with disabilities receive appropriate support that addresses their learning needs.
They often exhibit low performance than their peers in learning and behavioral outcomes
(Connally & Kimmel, 2020). The rationale behind the failure to achieve learning outcomes by
disabled students is that they are poor in reading and mathematics. However, inclusivity
acknowledges that all learners have potential and pays attention to their needs to ensure that they
leverage those abilities. Implementing inclusive education policies will ensure they feel valued
and supported, thus motivating them to work hard and excel in school.
Inclusive education is also defined through the numerous benefits it yields for the schools
that embrace it. One of the most notable ones is increased social interactions between elementary
school students. The rationale is that as students with disabilities are effectively incorporated into
learning, they feel accepted and valued and develop higher self-esteem, making them feel free to
interact with their peers. Elementary school principals associate inclusive education with the
enhanced social and behavioral skills of students with disabilities. Therefore, it will result in
positive learning and behavioral learning outcomes. The increased self-esteem of students with
disabilities will enable them to have a positive attitude toward learning besides the availability of
appropriate learning resources. Cases of school dropouts, especially of learners with disabilities,
reduce significantly when they are included in the learning systems. Therefore, elementary
school principals recognize that inclusive education has numerous benefits for learners,
especially those with disabilities. The above statement justifies the significance of school leaders
stepping out to create an inclusive environment in their schools.

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The Influence of Principals’ Beliefs and Practices in Enhancing Implementation of the
Inclusive Education Policy
Principals' beliefs and practices have a significant influence on the rate of implementation
of the inclusive education policy. It is worth noting that school principals are the central actors
who influence change (Cohen, 2015). Therefore, they are directly responsible for implementing
inclusion programs in their schools (Geleta, 2019; DeMatthews et al., 2020; Juvonen et al., 2019;
Ainscow, 2020). One of the vital practices and beliefs is having a positive attitude toward
inclusion. They should have a sense of responsibility, ensuring principals develop a strong
mission statement for inclusive systems. Principals' support for inclusion impacts the attitude of
their teachers towards such systems. In a study by Khaleel et al. (2021) to evaluate the role of
school principals in implementing inclusivity, the results revealed that some of the teachers who
took part stated that they had a negative attitude towards inclusive policies since their heads had
similar beliefs. Principals that have a negative attitude toward inclusion are unlikely to support
teachers who may attempt to develop such systems. On the other hand, principals that believe in
inclusivity have a positive influence on their teachers who also tend to embrace such systems.
Besides their beliefs, principals’ practices influence how inclusivity policies are
implemented in their schools. Principals who are fond of rewarding teachers who realize positive
learning outcomes are likely to embrace inclusivity. The rationale behind that is that they believe
in an excellent performance, which can be realized through implementing inclusivity. Khaleel et
al. (2021) associate the practice of rewarding best practices as one of the strategies that enhance
inclusivity in schools. On the other hand, principals who do not have the tendency to reward
performers but who are not focused on excellence or use negative motivators may not
successfully implement inclusive policies. Negative motivators may not motivate teachers
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internally to implement the required changes. They will instead do that out of repulsion, thus
leading to failure due to teachers’ unwillingness to adopt inclusive policies. Therefore, principals
associated with the practice of rewarding best practices are likely to have a positive influence on
the implementation of inclusive education.
The practice of conducting continuous teacher training to enhance their competence also
has an influence on the rate of implementation of inclusive policies. Khaleel et al. (2021)
highlighted regular professional development as one of the practices that can enhance inclusivity.
There are diverse forms of training that be incorporated into school setups. Peer coaching is a
form of training that is affordable and which involves sharing ideas with each other’s, including
the strategies they employ in instructing their learners and their success rates. Moreover,
continuous professional development may also involve hiring external trainers to equip teachers
with leadership skills and sharpen their competence in delivering instruction, especially to
students with disabilities. Such forums will remind teachers of their roles and educate them on
the significance of enhancing the inclusivity of students with disabilities through how they
deliver instruction. Besides, they will boost the competence of special education teachers in
teaching their students. Continuous professional development and peer coaching will improve
teachers' efficiency in handling students with disabilities by understanding and implementing
appropriate practices that make them feel valued.
Principals’ Needs in Implementing Effective and High-Quality Inclusive Education
One of the primary needs of school principals in implementing effective and high-quality
inclusive education is access to adequate financial resources. Students with disabilities usually
require extra learning resources (Ng, 2015). Money may be required to purchase equipment such
as braille machines, special desk arrangements, and large print and braille material. Different
36

organizations have developed programs to support the implementation of inclusive leadership
across different learning institutions. For instance, the Ohio Deans Compact issues incentive
funds to learning institutions to promote inclusive policies (Connally & Kimmel, 2020). Besides
external support, school principals should also use the available internal resources to implement
inclusivity policies. They should allocate part of the school funds towards acquiring appropriate
resources to ensure that teachers of students with disabilities teach and serve them effectively.
The financial resources that principals need are meant to modify the education system
and implement strategies to meet the needs of learners. One of the required changes is a
behavioral approach that employs positive reinforcement since students with learning disabilities
often suffer from being associated with failure. Therefore, it is vital to boost their confidence
before introducing special resources and implementing any changes. Positive reinforcement may
involve commending students with disabilities for every single step they achieve. The move
would change the mindset that they are failures since they can excel with the right support.
School principals should also be equipped with practical leadership skills to enable them
to guide teachers and other key stakeholders in promoting inclusivity. In 2018, the CCSSO
partnered with the Oak Foundation and CEEDAR Center to develop the Advancing Inclusive
Principal Leadership (AIPL) initiative that targeted the states of Arkansas, Ohio, Georgia, and
Mississippi (Connally & Kimmel, 2020). The four states received appropriate support to develop
initiatives that could promote inclusive principal leadership, including leadership skills training,
adequate preparation, and evaluation. As a result, school principals in the four states improved
their management skills, which enabled them to promote inclusion by offering appropriate
guidance to their teachers. School principals in other areas also require external support that will
37

equip them with the leadership skills to enable them to coach teachers on serving students with
disabilities.
Challenges and Barriers to Promoting Effective Inclusion in Schools
One barrier that hinders effective inclusion in elementary schools is the need for
preparedness by school leaders and teachers to implement inclusivity policies. As per Connally
and Kimmel (2020), most general education teachers and principals are often unprepared to
address the needs of students with disabilities. Research reveals that only12% of school
principals and 17% of instructors feel prepared to teach such students appropriately (Galiatsos et
al., 2019; Stelitano et al. 2020). As a result, students with disabilities may not enjoy equitable
access to appropriate instruction. Besides, they will need more support to succeed in the general
education curriculum (Lai et al., 2021). They usually require special resources such as braille and
sign language to compete with other learners in class. Besides, those with mental disabilities are
often slow learners, thus pointing to the need for a student-centered learning approach. However,
an unprepared school leadership means a lack of resources to meet the needs of disabled
students, thus leading to poor learning outcomes for such learners.
Another challenge that accounts for the low implementation of inclusive education
programs is the poor attitude of teachers toward them. It is worth noting that teachers' attitudes
towards student with disabilities is a primary contributor to the effectiveness of inclusivity
programs (Fakih, 2019; Badr, 2019; Alborno & Gaad, 2014). Not all teachers are usually ready
to adopt inclusive teaching practices, which could be due to a lack of understanding of the
relevance of inclusivity. Most antagonize students with disabilities (Leng et al., 2021). One of
the primary contributing factors could be the extra responsibilities that come with teaching
students with disabilities. Besides, poor training and preparation for handling students with
38

disabilities may make them have poor attitudes toward such learners. Therefore, principals who
attempt to implement inclusivity policies in educational settings where teachers are not ready to
adopt them, often face barriers to ineffective implementation. The rationale is that the teachers
will not take the necessary steps to include learners with disabilities due to their negative attitude
effectively. Besides, such teachers are likely to treat students with disabilities with contempt,
thus resulting in loneliness, poor learning outcomes, and increased dropout. School principals
should execute effective leadership to motivate teachers to accept change and improve their
performance. The above measure will be suitable for overcoming teachers' negative attitudes
towards students with disabilities.
Inclusivity involves ensuring that every student succeeds in their education through equal
distribution of learning resources and tailoring learning to suit the needs of particular special
groups, such as the disabled. Ensuring that all learners are effectively incorporated despite their
varying abilities is vital. Besides, there is a need for equal access to quality education at all
learning levels. Inclusive schools incorporate students with disabilities in general education
classrooms, allowing them to interact with other students without special needs (Hussain, 2017).
Inclusive principals are usually well-equipped and prepared to serve students with disabilities
(Connally & Kimmel, 2020). It is worth noting that students with disabilities require special
instruction, care, and treatment (Khaleel et al., 2021). They also define inclusive education as the
ability to offer necessary support to teachers to enhance learning outcomes in general and special
education settings.
Inclusive principals should provide appropriate resources to teachers that attend to
students with disabilities to enhance effective learning. The above objective is achieved through
developing special systems and techniques to meet the diverse needs of all students. Moreover,
39

inclusive education should ensure that learning environments are conducive to enhancing the
excellence of all students, regardless of their background. Students of diverse races, family
backgrounds, gender, language ethnicity, and those with disabilities require appropriate support
from school leaders, especially principals, to meet their learning needs. Principals should ensure
that students with disabilities receive appropriate support that addresses their learning needs.
They often exhibit low performance than their peers in learning and behavioral outcomes
(Connally & Kimmel, 2020). The rationale behind the failure to achieve learning outcomes by
disabled students is that they are poor in reading and mathematics. However, inclusivity
acknowledges that all learners have potential and pays attention to their needs to ensure that they
leverage those abilities. Implementing inclusive education policies will ensure they feel valued
and supported, thus motivating them to work hard and excel in school.
Inadequate resources are also a significant barrier to implementing inclusive programs in
schools. Students with disabilities require special care, treatment, and instruction that addresses
their needs. Regular schools with such students should acquire extra learning resources and
modify their education system to suit the needs of students with special needs. When the schools
fail to implement necessary changes, several problems result. For instance, students with
disabilities will develop negative attitudes toward learning since they will feel excluded by the
existing education system. Therefore, inadequate learning resources are a significant barrier to
implementing inclusive education policies. The government has a responsibility to promote
education (Chuchu & Chuchu, 2016). Therefore, it needs to increase resource allocation in
schools.

40

The Importance of Effective Leadership in Initiating Educational Reforms
The successful implementation of educational reforms in schools necessitates the
presence of strong leadership. Competent leaders play a crucial role as valuable assets, especially
in the context of educational institutions undergoing significant transformative changes. Qatar is
among the nations that necessitate exceptional school leadership in order to realize the
educational transformation endeavor that was commenced in the previous decade. Qatar has
demonstrated a strong commitment to adopting systemic educational changes, commonly
referred to as Education for a New Era (EFNE), in order to conform to global standards. The
central focus of the EFNE reforms revolves around the imperative of enhancing school
leadership through the empowerment of principals and teachers, enabling them to use discretion
in making crucial decisions. According to Alfadala et al. (2021), it is imperative for
administrators and instructors to have autonomy in decision-making in order to effectively
execute reforms. Hence, the delegation of decision-making authority to individual schools is
commonly regarded as a remedy for effectively implementing educational changes.
Numerous scholars have conducted investigations regarding the involvement of
principals in the implementation of educational changes within the public schools of Qatar.
Recent studies that have been published provide confirmation that principals are required to
possess the necessary skills and knowledge in order to effectively implement such reforms
(Alsheeb et al., 2022; Romanowski et al., 2019). Romanowski et al. (2019) emphasized the
significance of effective decision-making abilities and the capacity to handle diversity in their
investigation conducted among principals of private schools in Qatar. The study's findings
highlight the importance of principals possessing the ability to engage in strategic decision-
making and effectively oversee a diverse faculty and student body. Alsheeb et al. (2022) assert
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that principals assume a crucial role in the effective management of human resources inside
educational institutions, with the aim of attaining predetermined objectives. In Qatar, educational
administrators are required to supervise comprehensive educational reforms aimed at enhancing
the country's global rankings. Over the course of the previous ten years, the Qatari government
has undertaken substantial endeavors to enact reforms within the education sector, which
encompass the adoption of several policies, such as the inclusion program (Alsheeb et al., 2022).
Nevertheless, the implementation of these reforms has not yielded the intended results as a result
of inadequate readiness among educators. Principals have the potential to counteract this trend
through the demonstration of effective leadership abilities and providing support to teachers in
the implementation of anticipated reforms.
The increasing heterogeneity in the student and faculty demographics inside schools in
Qatar serves to emphasize the imperative for principals to learn and demonstrate good leadership
abilities. In contrast to most Gulf nations, Qatar's public schools exhibit a notable degree of
variety. Among the population of public-school teachers in Qatar, it is observed that 27% are
Qatar nationals, while the majority, accounting for 66%, are individuals hailing from other Arab
countries. The remaining 6% of instructors are non-Arab residents. The student population also
exhibits a comparable pattern in terms of variety. According to a study conducted by Abu-
Shawish et al. (2021), the majority of students in Qatar, around 56.6%, are of local origin, while
the remaining 43.5% comprise students from both Arab and non-Arab nations. Therefore, it is
crucial to develop a comprehensive comprehension of various cultural elements in order to
properly manage both students and faculty members. According to a recent study conducted by
Romanowki et al. (2020), the majority of participants emphasized the importance of principals
possessing a comprehensive understanding of other cultures in order to proficiently handle the
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increasing diversity among instructors and students in Qatar's public schools. The research
conducted has demonstrated that the capacity to embrace a wide range of cultures plays a crucial
role in ensuring that all individuals involved in the educational system are receptive to the
implementation of new reforms. This discovery highlights the necessity for administrators in
schools throughout Qatar to actively acquire diversity skills in order to enhance their managerial
effectiveness.
Reinforcements to Enhance the Implementation of the New Inclusive Education Policy
Adopting the transformational leadership style is one of the reinforcements to enhance the
implementation of the new inclusive education policy. The model has been associated with a
change in the attitude of followers (Leng et al., 2021). Besides, it enables them to learn the
significance of organizational goals and work towards achieving them. Transformational leaders
motivate subordinates to move beyond self-interest and focus on fulfilling their roles effectively.
It is worth noting that transformational principals should enable teachers to cultivate their
leadership skills (Ganon-Shilon & Schechter, 2019). As a result, they empower teachers, thus
improving their competence, especially in the face of change. Transformational leaders usually
encourage relevant stakeholders to accept change since they have already seen its need. They go
beyond that to ensure that the followers, in this case, teachers, remain committed to
implementing inclusive policies. Therefore, principals who exercise transformational leadership
are likely to influence teachers to have a positive attitude toward students with disabilities and
improve their skills in handling such students.
Another reinforcement that can enhance the implementation of inclusive education
policies is incorporating additional teachers, particularly those training in handling students with
disabilities. It is worth noting that most students with disabilities perform poorly in math and
43

science due to the lack of special education teachers (Khaleel et al., 2021). Most schools have
limited special education teachers, and therefore, the available few are unable to handle all
subjects, thus leading to poor performance of some. General education teachers, who are
incompetent in teaching learners with disabilities, are often forced to handle them, resulting in
adverse learning outcomes. School principals should hire extra special education teachers to fill
the gap present in the learning of students with disabilities.
Schools should also conduct assessments to determine the number and needs of students
with disabilities. Principals should interview all students with disabilities present in their
institutions to determine their background and disabilities (Khaleel et. al., 2021). Such exercises
will enable school leaders to know the amount of resources and special education teachers they
need and the changes they should implement. It is worth noting that principals can also consider
limiting the number of students with disabilities they admit in the future. The move will ensure
that they have a manageable number who will all be able to receive a quality education.
Although inclusive education policies encourage principals to accept students with disabilities in
their institutions, it is also inappropriate to admit an unsustainable number that the available
resources cannot comfortably support. Large classes of students with disabilities are difficult to
handle since each one requires special attention than typical learners. Principals can also consider
adopting co-teaching in such classrooms if it is impossible to reduce class sizes.
Principals play a vital role in enhancing inclusive education in elementary learning
institutions since they are top leaders and have the most significant influence on the school
systems. Inclusivity entails ensuring that learners with disabilities are effectively incorporated
into the educational system by paying attention to their special needs through the provision of
appropriate resources. Principals’ beliefs and values, such as a positive attitude towards
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inclusion, continuous teacher training, and rewarding best practices, are influential in promoting
inclusivity policies. However, principals experience few barriers in implementing inclusive
policies, such as poor preparedness to handle special learners and insufficient resources. The
challenges can be solved by acquiring extra finances from school accounts and leadership skills
training. There is a need for reinforcement to strengthen the implementation of inclusive policies
by employing additional teachers, especially those with training in special education. Principals
should also adopt the transformational leadership style that will enable them to improve their
relations with teachers and influence them to adopt inclusivity. Although principals play a
significant role in enhancing inclusivity, the government should reinforce such policies through
expanding existing legal structures and allocating funds to schools to enhance their
implementation.
Theoretical Framework
This section discusses the relevant theories that can be utilized to motivate school
principals to promote a culture of inclusivity in their schools. The relevant theories that will be
discussed in this section include self-efficacy theory, Theory of Basic Equality, and
social justice theory.
Self-Efficacy Theory
Self–efficacy theory is one of the commonly used models in social sciences and
education. Albert Bandura developed this theory to explicate the role of life experiences in
gaining self-efficacy. Bandura conceptualized self-efficacy as a self-sustaining trait that enables
people to succeed (Doménech-Betoret et al., 2017). The theory is anchored on four sources of
self-efficacy: mastery experiences, vicarious experiences, verbal persuasions, and emotional and
physiological states (Doménech-Betoret et al., 2017). According to the theory, mastery
45

experiences entail the lessons that people learn when they confront a new problem and succeed
(Doménech-Betoret et al., 2017). Thus, individuals gain experience by practicing or participating
in an event. Vicarious experiences entail learning from a role model (Doménech-Betoret et al.,
2017). Notably, people can learn positive attributes from role models. Self-efficacy theory
conceptualizes verbal persuasion as the positive impact that an individual’s words can have on
others (Doménech-Betoret et al., 2017). For instance, a teacher can motivate students to work
hard by congratulating them once they make progress. Finally, emotional and physiological
states refer to the significant role of context and wellbeing in promoting and maintaining self-
efficacy (Doménech-Betoret et al., 2017). The four sources of self-efficacy provide a solid
theoretical framework to understand the factors that influence or affect school principals’ ability
to implement the inclusion policy.
Self-efficacy theory is considered relevant for this research because it is one of the
leading theories that can help understand those with disabilities. The theory was developed by
Bandura, who defines the concept of self-efficacy as one’s belief in one’s ability to mobilize and
implement actions to realize desired goals and objectives (Doménech-Betoret et al., 2017). An
individual’s self-efficacy profoundly impacts their approach to accomplishing important tasks
and goals in their lives. Bandura argues that different people have different levels of self-
efficacy. He further asserts that those with high self-efficacy are more motivated to do complex
tasks while their counterparts with narrow self-efficacy do not. He concludes that it is not one’s
ability but their conviction and belief that determines whether one can complete a given task
(Sharma & George, 2016). It follows that one’s self-efficacy and not skills, knowledge, or
previous achievements predict their accomplishment.
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Incorporating students with disabilities into the classroom has proven to be a difficult
task for most teachers. According to Block et al. (2010), most teachers, principals included, are
struggling with the difficult task of incorporating children with disabilities in their classrooms
due to narrow self-efficacy. In order to successfully implement effective, high-quality inclusive
education in their schools, elementary school principals must have high self-efficacy. Moreover,
they should also enhance the self-efficacy of children living with disabilities and the minority
included in their schools. Self-efficacy can be enhanced through vicarious experience,
physiological states, social persuasion, and enactive mastery experience (Block et al., 2010). By
enhancing their self-efficacy as well as that of their fellow teachers, elementary school principals
will be better placed to overcome the challenges and barriers preventing them from creating
effective inclusion in their schools. Principals with high self-efficacy are likely to develop and
implement inclusion programs even in environments that are considered challenging.
Theory of Basic Equality
The theory of basic equality was used in this study to further explicate the inclusivity
concept. The theory holds that all people have equal right to access basic goods and services
(Kirby, 2018). Hence, the model emphasizes the need to ensure that all individuals, regardless of
their background, have equal opportunities to access basic goods and services. In this regard, the
theory discourages discrimination of people based on their socioeconomic, political, or health
reasons. This proposition provides a comprehensive perspective to understand the relevancy of
the inclusion policy in schools.
The theory of basic equality is applicable to this study because it champions the rights of
students with learning challenges. In essence, this theoretical conception argues that society
should treat all people as equals (Kirby, 2018). Notably, individuals have a right to opportunities,
47

resources, and happiness irrespective of their defining characteristics. Concerning children with
disabilities, this principle implies that schools should create fair opportunities for all learners
regardless of their physical and intellectual capacities. The rationale for this conclusion is that it
enhances the functional independence of those living with disabilities to help them assimilate
easily into mainstream society. Besides, basic equality for children with learning challenges
implies environmental assimilation, whereby the school modifies environmental structures so
that those living with disabilities can be accommodated into the community (Kumar, 2013).
Achieving both of these goals is essential to realizing inclusivity in an elementary school setting.
Regarding the second objective of the basic equality theory, elementary school principals
have a duty to ensure that they level the ground in order to accommodate the minority and
students with disabilities in their schools. As the individuals charged with affecting the internal
functioning of the school system, school principals have a duty to ensure that they create a
school environment that supports the learning of students with disabilities (Khaleel et al., 2021).
This can be achieved by procuring special equipment and infrastructure, such as special seats and
braille for the physically impaired and the blind. Further, the philosophy of normalization argues
that segregating people or treating them differently due to their conditions devalues them. The
principle thus calls for the inclusion of all people regardless of their physical and mental
shortcomings (Chuchu & Chuchu, 2016). In essence, the principle reinforces the need for
inclusion whereby all students, regardless of their disability status, are accommodated in the
same classroom as their nondisabled colleagues.
Social Justice
The social justice model was also fundamental in establishing a theoretical underpinning
for this study. John Rawls advanced this theory to accentuate the importance of promoting
48

fairness in society. This theory stresses the idea of fairness between individuals and equal
opportunities to access wealth and social privileges (Flynn & Lemay, 2022). The theory gained
popularity in the 19
th
century due to widespread disparities in wealth and social statuses in the
United States of America. Thus, the concept of social justice was advanced as an attempt to
promote egalitarian societies and minimize the exploitation of marginalized groups by the rich.
Rawls emphasized issues, such as the dissemination of capital, property, and wealth. In recent
decades, however, the theory has become a powerful tool in many areas, including education.
The proponents of this model perceive it critical in promoting equal access to educational
opportunities among disadvantaged groups in society.
The philosophical theory of social justice argues that society has an obligation to be just
and fair to all its citizens through the fair allocation of resources and opportunities. Currently,
social justice has been redefined to include a stronger emphasis on the need to empower and give
equal opportunities to marginalized groups that have historically been disadvantaged. Social
justice is anchored in five main principles: diversity, access to resources, equity, participation,
and human rights (CFI, 2022). While all five principles are uniquely important, for the purpose
of this study, the principles of equity and diversity will be discussed in detail.
Unlike in equality where everyone is given the same tool, the principle of equity argues
that to achieve similar outcomes among all members of society, each individual should be given
tools specific to their needs. The aim is to ensure that the less disadvantaged are leveraged so that
they are on the same footing as their privileged counterparts (CFI, 2022). The principle of equity
encourages the school principal of elementary schools, in their efforts to achieve inclusivity, not
to shy away from purchasing special equipment that will help disabled students have the same
access to education as their nondisabled peers. For instance, by purchasing braille for blind
49

students, the school principal will try to level the ground for them by ensuring they can read and
write just like their non-disabled peers. In cognizant of the fact that some members of society
face more barriers than others, the diversity principle of social justice encourages policymakers
to expand opportunities for marginalized and disadvantaged individuals (CFI, 2022). In the
context of this study, as the head of the school, the principal is better placed to introduce and
implement policies that will expand opportunities for marginalized and disabled students, thus
realizing inclusivity.
This study uses the self-efficacy theory, the theory of basic equality, and the social justice
theory to explain different factors that influence on creating an inclusive supportive environment.
The rationale for selecting these conceptions is they interrelate to impact on an inclusive
educational environment for students with intellectual disabilities and autism in Qatar school.
This theoretical and conceptual framework requires the application of proper research methods to
collect the necessary data. The three theories were combined to form the theoretical framework
upon which this study was founded (figure 1).
Figure 1

Conceptual Framework: Self-Efficacy and the Theory of Basic Equality relationship to social
justice theory related to promoting a supportive, inclusive environment.

High self-efficacy
Self-efficacy Theory

Equality of access.
Theory of basic
equality

Access to Resources.
Equity
Participation
Diversity
Human Rights
Social Justice
Create an affective,
supportive inclusive
environment for
students with
intellectual disabilities
and autism in Qatar
schools.
50

As highlighted in Figure 1, the three theoretical models were used to examine and
contextualize different aspects of the study. The four principles of self-efficacy theory were used
to appraise various components affecting or promoting the implementation of the inclusion
program. The concept of “mastery experiences” was employed to evaluate how the
implementation of the policy has shaped principals’ perceptions of disabled children. The idea of
“vicarious experiences” was also used in the study to examine the role principals play in acting
as role models to teachers. Notably, this construct was applied to understand the strategies used
by principals to motivate teachers to embrace children with disabilities in the classroom.
Additionally, the concept of “verbal persuasion” was utilized to examine the active roles
principals play in motivating teachers to implement the program. Finally, the concept of
“emotional and physiological states” was used to establish how the general wellbeing of disabled
children affect their inclusion in mainstream schools.
Similarly, the theory of social justice was utilized to assess whether schools have the
necessary resources to execute the inclusion policy. In this regard, the theory aided in appraising
whether the program is fully anchored on the idea of social justice. The theory of basic equality
was similarly used to evaluate various variables affecting principals’ perceptions of the inclusion
policy. The theory explicates the extent to which principals believe children with disabilities
should be integrated into mainstream schools.
Summary
This literature review highlighted Qatar's history of supporting inclusion programs,
especially since the early 2000s and the Qatar government's various laws for inclusive education.
Then focused on challenges and barriers that school leaders faced in promoting effective
inclusion in Schools school leaders. The rationale for focusing on these leaders is that they are
51

critical to the success of inclusivity programs in learning environments. This study will look at
elementary school principals' attitudes toward inclusion programs for students with disabilities in
public schools in Qatar. This study is guided by research questions designed to understand how
elementary school principals in Qatar implement inclusive education in their schools and how
they handle inclusion challenges. The theoretical and conceptual framework of a supportive
environment combined with self-efficacy theory, the theory of basic equality, and the concept of
social justice will guide the entire research process.
Also, this study seeks to find the help the principals require to implement inclusive
education in their institutions effectively by exploring how the school principals define inclusive
education and their beliefs and practices that influence the enacting of the new Inclusive
Education Policy. The findings from this undertaking may influence the Ministry of Education's
policy changes toward inclusive education.

52

Chapter Three: Methodology
Creswell (2016) stated that the choice of the research design depends on the objective of
the research study and it will enable the research questions to be answered. The research
approach was qualitative in nature, with the format being an interview with open-ended
questions. The rationale for this methodological decision was simple: policy and policy action
were the subjects of this investigation, and the experiences of each principal will be nuanced by
their special environment. Therefore, using a qualitative approach in general and the open-ended
question interview in particular allowed for the collection of accurate narrative data, which, in
turn, made for more robust discourse. Weller et al. (2018) endorse this view in their claim that
open-ended interviews are ideal when the researcher is aiming “to explore topics in depth, to
understand processes, and to identify potential causes of observed correlations.” (p. 1). In full
cognizance of the fact that the study explored attitudes, which is something that cannot be
measured in discrete data, the qualitative approach and open-ended interviews were not only
ideal but also, arguably, the best possible strategy. Four research questions guided this study:
1. What are the school principals' attitudes toward implementing inclusive education in their
schools in Qatar?
2. What challenges and barriers do elementary school principals face in implementing
inclusive education in Qatar?
3. What strategies and practices do elementary school principals use to address the
challenges and barriers to inclusive education in Qatar?
4. What resources and training do elementary school principals need to implement inclusive
education effectively in Qatar schools?
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This chapter explains the methodological procedures that I used to answer the research
questions, and it covers the research design, participants and data collection techniques,
instrument, and data analysis techniques. Finally, this chapter discusses the credibility and
trustworthiness, ethics and limitations and delimitations.
Site Organization Overview
Government schools have three stages: elementary (ages 6–12), preparatory (13–15), and
secondary (16–18) education. The number of public schools exceeded 250 plus 68 kindergartens
in 2020/2021, serving more than 126,256 Qatari and non-Qatari students. (MOEHE, 2022). 66
public schools from different education levels were selected to provide integration services for
students with autism and intellectual disabilities. These schools were equipped with resource
rooms, programs, services, and specialists that serve students and enhance their academic and
independence capabilities, each according to the goals stated in their individual plan. (MOEHE,
2022). Table 1 shows the distribution of the 66 inclusion schools according to the educational
stages in 2020/2021.
Table 1
Distribution of public inclusion schools according to the educational stages
School Level Elementary Preparatory Secondary Joint Schools Total
Number of Inclusion schools 32 16 16 2 66

A total of 16 elementary public inclusion schools were selected for this study. I
interviewed the principals in 16 of these institutions. Evidence in current literature suggests that
inclusive education schools face challenges that may be nuanced by the immediate geographical
environment itself or, further still, by the constitution of the pool of the disabled students
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(García-Carrión, Molina, & Roca Campos, 2018). With literature evidencing this problem, it was
necessary to explore attitudes across different physical spaces to get a detailed account of what
modulates the experience of implementing the policy for the principals.
As the researcher I explored two different locations, care was taken to also examine what
may make these schools different. For instance, what are the socioeconomic and cultural
characteristics of the school district in which school 1 is located? How do these factors play on
the principal’s attitudes towards inclusion programs for students with disabilities in their public
schools and in other schools in the vicinity – if any? Selecting 16 elementary schools was to
address the pivotal question of whether or not the type of inclusion matters. Szumski,
Smogorewska, and Grygiel (2021) imply that this is the case in a study that examines the
achievement of students without special education needs in inclusive education. The details of
these institutions I provided as pseudonyms in order to protect the identities of the principals
taking part in the research.
Study Participants
The pool was part of 66 public inclusion schools from different levels chosen by the
ministry of education and higher education to be inclusion schools for students with disabilities.
A purposive sampling method is essential when the researcher selects individuals judged to
possess or represent desired characteristics or who have had experiences that the researcher
wishes to investigate (O’Dwyer & Bernauer, 2014). For this study, I used purposive random
sampling by selecting educators based on these criteria: Qatari school principals of public
inclusion schools at the elementary level. It was paramount to also indicate that the study sample
has principals exclusively—and not students and teachers—for two main reasons. First of all,
principals were in the best position to give a detailed account of the mechanics of policy
55

implementation in the schools because they were in charge of legal matters for the school
(DeMatthews et al., 2020; DeMatthews, Kotok, & Serafini, 2020). The teachers were likely to
have a narrower view and the students may have no clue at all because they are too young and/or
may be too disabled to comprehend the questions at all. As Hodges et al. (2022) argue, the
feasibility of inclusion programs for students on the autism spectrum is subject to policy
implementation and compatibility more than anything else. Therefore, the principals, who are
front and center in policy implementation, were the best possible candidates for this effort.
As for the collection of participants, this effort used purposeful sampling. Andrade (2021)
describes a purposeful sample as “one whose characteristics are defined for a purpose that is
relevant to the study” (p. 87). In this case, the pool of interviewees was actual elementary school
principals; this was the only necessary characteristic/qualifier for participation. Andrade (2021)
cited a number of justifications for/advantages of purposeful sampling. Purposeful sampling
ensures that the group in focus is homogenous since it guarantees that every participant is a
member of the population of interest (Andrade, 2021). Secondly, with such surety in the sample,
the data was highly generalizable. In addition, niche demographics were obtainable in this
sampling approach. For example, from the population, it is possible to identify the uniqueness of
principals' attitudes toward the increment of the enrollment of students with disabilities in their
schools.
The need to use purposeful sampling comes also from the nature of the study concerns,
with the idea here being that attitudes are narrative data and must, therefore, be collected in
moderated fashion in order to organize the findings into discernable and analyzable patterns.
Coviello and DeMatthews (2021) indicated that in examining principals’ perspectives on how to
create inclusive schools for disabled students, concepts such as “unnecessary failure” and
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“complex coordination failures” are likely to emerge (p. 514). There is no fixed definition for
such ideas, and they will definitely vary from principal to principal. A purposeful sample
provided a frame of reference with which the researcher can assign the attitudes to specific
characteristics (Campbell et al., 2020). For example, if there was a sense of pessimism, I mapped
it to underfunded elementary schools, and so on.
Purposeful sampling was also the best approach to address the research questions.
Question four, for instance, demands the exploration of the barriers preventing elementary school
principals from implementing effective inclusion. There was a pattern to the responses, such as a
lack of funding or challenges in harmonizing this policy with others. However, there were
school-specific factors, as well. Chatenoud and Odier-Guedj (2022) have reviewed inclusion
policy in such schools and the family-school-community dynamic in support of students with
disability. They came to the conclusion that families and communities are agents that the
principals and the entire administrative machine in the schools cannot overlook. Purposeful
sampling means selecting a specific school with such considerations in mind. The sampling
approach and the resulting sample will, therefore, guarantee highly specific narrative data.
The total number of inclusion public schools in Qatar was 66 inclusion schools. There
were 32 at the elementary level, which was too large of a sample size for interviews. I
interviewed 16 elementary inclusion school principals for the study, representing half of the
available pool of elementary schools. The recruitment process was through data obtained from
MOEHE. I was provided with the data from the Special needs and Gifted Education Department
database after I obtained the approval of the Educational Researches and Policies Department at
MOEHE, which authorized the approval of facilitating the researcher's tasks and data access at
MOEHE. I contacted the first 16 principals on the list by email to invite them to participate in the
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study. If the school principal did not respond after two attempts, I continued down the list of
schools to choose the following participants from the list until the desired target of 16 is met or
as close to it as possible. The interviews were scheduled and conducted online via Microsoft
Teams. These interviews were conducted using a semi-structured interview protocol that was
substantial, with open-ended questions.
Data Collection and Instrumentation
Interviews
Semi-structured interviews are the most preferred approach for collecting opinion data.
McGrath, Palmgren, and Liljedahl (2019) say that the approach is most appropriate where the
researcher needs to talk less (or not at all) after asking the questions. For this study, the use of an
interview is rendered even more appropriate by the fact that the power dimensions of the
interview situation are not too sensitive; the principals are bound by law to provide information
to the public on their institutions’ engagement with public health and education policy and are,
therefore, within the purview of their duty in engaging the interviewer (McGrath, Palmgren, &
Liljedahl, 2019; Chatenoud & Odier-Guedj, 2022). That being the case, the researcher will have
a relatively easy time getting detailed feedback from the participants. It may be worth postulating
that some principals may go as far as using the interview as a way to express their views on the
new policy. If, and where, they give their take on what can be done better and/or what is
happening as they envisioned, the interview will make for a very organic engagement on the
research topic. The interview itself consisted of open-ended questions, which means that the
engagement was semi-structured in nature. This approach had several benefits, with the first
being that the open-ended responses are the researcher’s best chance to get opinions and attitudes
in the most natural expression possible. Weller et al. (2018) opine that open-ended interviews are
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ideal when the goal is to have a conversational engagement with the participant as is the case
here. They also add that the responses in such an interview will be more detailed than those in a
close-ended question since the interviewee has the leeway to give unfettered answers and explore
multiple concepts in one response. Furthermore, open-ended questions are the only way of
getting reliable feedback on subjects that involve subjective experience. In this case, the
experience is the working of the new Inclusive Education Policy as applied to the education of
students with disability and as experienced specifically by elementary school principals.
The interviews were conducted in Arabic as it is the first language for both the researcher
and the participants; all the interviews were transcribed and translated from Arabic to English.
Before conducting semi-structured interviews, participants received consent forms to confirm
that their participation would be voluntary and that all information would remain confidential
(Merriam & Tisdell, 2016). The email invitation included an overview and purpose of the
research, where I emphasized that the survey is voluntary and confidential. I have explained the
study’s goals to improve knowledge sharing among student affairs professionals by outlining the
opportunities to provide insight into individual roles in knowledge sharing. If further clarification
was needed, I would contact the participants and request their availability and willingness to
engage in a follow-up. I utilized the online meeting software Microsoft Teams, and the
interviews were recorded and transcribed. The recording helped capture the fullness of the
participants’ perspectives (Patton, 2002) and the richness of the respondents’ speech (Weiss,
1994). The recording allowed me to focus on the interviewees, listening and taking notes. During
the interview process, taking notes could lead to meaningful insights that may be relevant to
pursue, thus leveraging the emergent nature of the qualitative study (Patton, 2002).

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Instrumentation
The interview protocol was developed (see Appendix A) to answer the research
questions. All questions were open-ended, and probes were used when necessary to encourage
the interviewee to continue talking (Merriam & Tisdale, 2016; Patton, 2002). The interview
protocol had nine open-ended questions (see Appendix A). The interview questions were linked
directly to the research questions, which focused on the school principals’ attitude toward the
inclusion of students with disabilities at their schools and its impacts on creating a supportive
inclusion environment.
The interviews were done online even though the researcher took care to investigate the
physical locations of the schools. Conducting the investigations online saved both the researcher
and the school principals time and resources that would have been expended on a face-to-face
engagement. It also eliminated the inconvenience of finding a location, as these interviews could
be done even when the participants were not in the office or outside of office hours. Overall,
there are more benefits to conducting the interviews online than face-to-face. Even so, the
decision to use online interviews came with several nuances to the interviewing process.
As indicated earlier, an interview with open-ended questions was the main instrument of
data collection. The rationale for this instrumentation choice was explained above, even though it
is important to reiterate that the need for conversational engagement is critical in obtaining a
reliable opinion and attitude data. McGrath, Palmgren, and Liljedahl (2019) note that qualitative
interviews necessitate two critical things. First, there must be rapport between the interviewer
and respondent so that the interview can elicit a genuine conversation between the two. Second, I
must recognize as a co-creator of data and act accordingly, which means that, among other
things, there must be room for unanticipated views, opinions, or emotions (McGrath, Palmgren,
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& Liljedahl, 2019). It is critical, therefore, that the open-ended questions be moderated by cues
and secondary —that is, unscripted—questions to steer the interviews in the right direction.
Proceeding from these facts, the interview protocol for this exercise was based on
McCracken’s (1988) long interview technique. This approach breaks down the interviewing
process into four phases. Phase one involves gaining in-depth awareness of the current literature
on the subject, a task that is essential for providing theoretical context for the interview. The
second stage is an introspective comprehension of the research question by the researcher
themself, which is predicated on the individual recognizing their role as a co-creator of the
information being sought as outlined by McGrath, Palmgren, and Liljedahl (2019) above. Step
three is the actual interview process. During this stage, the respondents tell their story as guided
first by grand tour questions and later by prompted (that is, planned or floating prompt) questions
(Hunter, 2012). These three formats of questions should initiate the interview and moderate it
gradually over its entire course.
Grand tour questions opened the interview since they served to loosen up the client and
ease them into the conversation. They broke the ice and established trust (Hunter, 2012;
McCracken, 1988). Planned prompts are the more focused questions asked during the interview
for which the answers were directly related to the study's objectives. Floating prompts were
asked between the grand tour and planned prompts—especially as a way of following up. As
indicated above, these questions must be used together to steer the conversation in the right
direction and apply a moderating effect where there is a need to manage any emotions and/or
attitudes (Hunter, 2012; McGrath, Palmgren, & Liljedahl, 2019). The interview protocol itself is
outlined in Appendix A. To design the interview protocol, the theory of self-efficacy, the theory
of basic equality, and the theory of social justice were used extensively. The self-efficacy model
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was fundamental in guiding several questions related to the challenges and strategies for
implementing the inclusion policy. Notably, the theory aided in designing questions that would
enable the respondents to provide information related to the sources of challenges, personal
experiences, and lessons learned from the inclusion program. Additionally, the theory was used
to utilized to design questions that would highlight the strategies that could promote the program
based on principals’ experience. On the same token, the theory of social justice was used to
design questions that would reveal the extent to which the MoEHE is ready to support schools to
ensure extensive integration of disabled children into regular schools. Moreover, the theory of
equality-informed questions related to the perceptions of principals toward the inclusion
program. The interview questions were designed to take about 45 minutes.
Data Analysis
This study used qualitative approach research to obtain the data through semi-instructed
interviews and conversational communication with the school principals. Merriam and Tisdell
(2016) described data analysis as the process of making sense of the collected data and finding
credible answers to research questions. The primary and only source for data in this research is
interviews, 16 principals' participation interviews, were recorded with audio recordings and
transcripts. The interviews were conducted in Arabic; then, the interviews were translated from
Arabic to English, as the data analysis began during the data collection. I wrote analytic memos
after each interview and documented their thoughts, concerns, and initial conclusions about the
data in relation to the conceptual framework and research questions. I began the analysis
immediately after the first interview. In the first phase of analysis, the coding process is initiated
with open empirical coding, and I identified words or phrases that respond to the research
questions (Merriam & Tisdell, 2016). In the second phase of analysis, I categorized data
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segments into prior coding, which were created based on constructs identified in the literature
review and the study's conceptual framework. I adhered to aggregate correlation analysis
structures that reflect categories derived from the substance and frequency of responses. In the
third data analysis phase, I identified categories and analyzed them to identify patterns that
generated emergent themes. Findings and assertions were generated based on careful data
analysis of patterns and themes that emerged with the conceptual framework and research
questions.
Credibility and Trustworthiness
I took several steps to augment the study’s credibility and trustworthiness. Notably, the
data collection process was highly intensive and thorough to elicit detailed responses from the
respondents. Though each participant was required to respond to a list of pre-determined
questions in the interview protocol, I probed for more insights. Utilizing probing questions
ensured saturation in the data collection exercise.
The study also involved verbatim interview recording and notetaking throughout the data
collection session. This approach allowed me to capture the detailed information shared by the
participants and record non-verbal cues. Overall, recording interviews and taking notes aided in
gathering in-depth data. Additionally, I used several quotes from the interview transcripts to
substantiate each theme. Throughout the findings section, relevant quotes from different
respondents were to ensure the intended message was well understood. The accurate presentation
of quotes minimized the probability of distorting the information shared by the respondents.
Besides, I allowed the respondents to review the results section to determine whether their
information was presented accurately. This verification process aimed at uncovering and
correcting any discrepancies in the quotes used to support themes.
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A key challenge to ensuring credibility and trustworthiness for this study is the fact that
attitudes are the main point of investigation. These elements of human experience cannot be
recklessly converted into numerical information because they are presented as narrated and
storied data (Stahl & King, 2020). To that end, credibility was largely achieved through pursuit
of a high level of confirmability (that is, how neutral the findings are) and transferability (how
applicable they are to different contexts) as opposed to dependability (how consistent they are)
(Kyngäs, Kääriäinen, & Elo, 2020). Confirmability and transferability came down to two aspects
of the content analysis process: presenting the narrative data with as little interpretation as
possible and establishing commonalities in the data to reflect transferability.
Confirmability was the degree to which the results would reflect the attitudes of those
interviewed. In order for this to be achieved at the highest level possible, I avoided adding my
input into the raw data as this action altered the meaning of field data for those who would come
across the final work. Secondly, it was incumbent upon me, the researcher, to code the data as
carefully as possible so that thematic commonalities come out as clearly as possible. In full
recognition of this challenge, I coded at three content levels: phrases, sentences, and themes.
This approach provided a more in-depth analysis of the content without demanding too much
personal (and, therefore, biased) interpretation from the researcher.
The study's credibility was also improved by making the coding process meticulous
enough to generate accurate themes from the raw data. This thoroughness was critical in
identifying similarities and discrepancies in the transcribed interviews. Generating accurate
codes from the 16 interview transcripts would not be possible without repeated reading to
uncover relevant patterns and trends. Hence, it was important for me to spend considerable time
analyzing the data and generating codes.
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Ethics
All the participants of the study took part in the study willingly; there was no coercion or
motivation of any other form for their engagement and feedback. Ensuring that all the principals
undertook the exercise of their own volition and only after a full understanding of the aims and
nature of the exercise ensured that their feedback was honest and motivated by a genuine desire
to contribute to an important conversation. Above all, their participation reflected the degree of
enthusiasm for discourse by educators on the new Inclusive Education Policy.
The identities of the participants and their respective institutions is kept secret, which is a
necessary precaution to ensure that the participants' attitudes, if deemed politically (or otherwise)
incorrect, will not be weaponized against them. The schools are also named using alibis because
a revelation of the schools will uncover the identities of the principals running them. In addition,
the principals' nature, and degree of participation in this exercise will not be not revealed to
anyone in the foreseeable or distant future unless it is with their direct permission.
The procedural soundness of the study was buoyed by my awareness of my role in the
production of data before, during, and after the interview. I recognized that my biases are likely
to undercut the study's objectivity and the trustworthiness of the findings. To that end, I scripted
the questions (including the floating prompts) according to instructions from reliable literature. I
also did not ask questions based on personal experience and used facts and data as much as
possible to cue the interviewees.

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Chapter Four: Findings
The present study investigated the attitudes of elementary school principals in Qatar regarding
the inclusion of students with intellectual disabilities and autism in mainstream schools. To
achieve this purpose, the study was guided by the following research questions:
1. What are the school principals' attitudes toward implementing inclusive education in
their schools in Qatar?
2. What challenges and barriers do elementary school principals face in implementing
inclusive education in Qatar?
3. What strategies and practices do elementary school principals use to address Qatar's
challenges and barriers to inclusive education?
4. What resources and training do elementary school principals need to implement
inclusive education effectively in Qatar schools?
This section presents a detailed analysis of the data collected from the respondents. The
chapter begins with a description of the sample, highlights the emerging themes, and concludes
with a synopsis of the covered aspects.
Description of the Participants
Sixteen elementary school principals in Qatar were recruited to respond to the interview
questions. These school leaders were Qatari women. At the Qatar primary level from Grade 1 to
Grade 6, most school principals are women, whether it is a school for boys or girls, which was
the case in this study. As shown in Table 1, the respondents' principal positions experience
ranged from one year to fourteen years. Since principals serve as vice principals in inclusion
schools before leading their respective institutions, they understand integration's importance,
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consequences, and challenges. Moreover, these participants appreciate the centrality of their
duties in promoting inclusivity amid internal and external barriers.
Table 2:
The Number of Years Each Participant Has Worked as a School Principal

Overview of Findings
An analysis of the collected data uncovered five themes. In each theme, corresponding
sub-themes were established to understand the responses better. Regarding research question 1,
two themes emerged: the benefits of integrating students with disabilities into mainstream
schools and the strategies of an integrated learning policy (Appendix A). The former resulted in
three sub-themes: increased learning opportunities, enhanced awareness of disabled children, and
negative outcomes. The latter yielded three sub-themes: specialized staff, placement in
specialized rooms, and placement in conventional classrooms. Regarding research question 2,
internal and external barriers emerged as the main challenges obstructing a smooth
implementation of the inclusive learning policy. An analysis of this theme resulted in four sub-
themes: lack of parental support, staff shortage, insufficient separate rooms for disabled students,
difficulties in handling disabled children, and curriculum restrictions. Regarding research
question 3, parental and student interventions emerged as the main strategy for overcoming the
highlighted challenges. Notably, psychologist support, administrative intervention, classroom
Participant 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Work
Experience
(Years)
2
½
2 12 12 8 3 1 2 2 13 2 14 11 8 4 2
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organization, improving disabled students’ self-confidence, and increasing awareness were
unearthed as key strategies. Concerning research question 4, financial and non-financial
resources were uncovered as key to promoting inclusive learning. Under this team, appropriate
teaching aids, teacher training, workshops, and an adequate budget were identified as chief
facilitators. The sub-themes and their corresponding themes are summarized in Table 3. This
section highlights and critically explores the two themes and their corresponding sub-themes to
understand the respondents’ perceptions toward integrating intellectually challenged children
into mainstream learning settings.
Table 3
Sub-Themes and Their Overarching Themes
Research Question Sub-Themes Themes
What are the school
principals' attitudes toward
implementing inclusive
education in their schools in
Qatar?
-Increased awareness and
recognition of disabled
children
-Equality and social justice
-Increased learning
opportunities
-Resolves isolation
-Negative implications
-The use of skilled
specialists/support staff
-Placement in specialized
rooms
Placement in conventional
classrooms
-Developmental workshops
Benefits of inclusive
education in Qatar
elementary schools

Strategies for implementing
inclusive education in
elementary schools
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What challenges and
barriers do elementary
school principals face in
implementing inclusive
education in Qatar?
-Lack of parental support
-Staff shortage
-Lack of separate rooms for
disabled students
-Curriculum restrictions
-Difficulties in handling
disabled children
Internal and external
barriers to inclusion policy
What strategies and
practices do elementary
school principals use to
address the challenges and
barriers to inclusive
education in Qatar?
-The use of skilled
specialists/support staff
-Placement in specialized
rooms
Placement in conventional
classrooms
-Developmental workshops
Internal and external
barriers
What resources and training
do elementary school
principals need to
implement inclusive
education effectively in
Qatar schools?
-Psychological support
Administrative intervention
Classroom organization
-Teacher reluctance
-Helping disabled students
improve their confidence
Increasing awareness
-Appropriate teaching aid
-Additional teacher training
-Workshops
Sufficient budget
Parental, teacher, and
student interventions

Material and non-material
resources

Theme 1: Benefits of Inclusive Education in Qatar Elementary Schools
Throughout the analysis process, the three theories underpinning the current study were
utilized to appraise the meanings of the data obtained from the respondents. Self-efficacy
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theory’s concept of “mastery experiences” was employed to evaluate how the implementation of
the policy has improved mainstream students’ awareness and acceptance of their disabled peers.
All the interviewed participants shed light on the significance of integrating intellectually
challenged students into mainstream schools. Their responses answered the first research
question, "What are the school principals' attitudes toward implementing inclusive education in
their schools in Qatar?" By discussing their attitudes, they highlighted the benefits of inclusive
education, such as enhancing social integration, improving educational skills, and fostering
social justice or equality. Participants 1, 3, 11, and 14 attributed this policy to increased
awareness and acceptance of disabled by their nondisabled peers. According to Participant 1, the
policy enables nondisabled students to understand and recognize their disabled counterparts,
enhancing cohesion. This respondent noted:
Creates an enhanced understanding of disabled learners and results in increased
cohesion. Integrated education enhances the students’ mental health, whether special
needs students or nondisabled students. It helps nondisabled students accept the presence
of all kinds of people in their society. They grow up familiar with the different types of
students and people around them, making it as normal as it should be (Participant 1).
Participants 3 and 11 also credited this policy to enhancing the acceptability of disabled
children by their nondisabled counterparts. The respondent indicated that the policy increases
bonding between disabled and nondisabled children. “Their presence between their peers and
colleagues in the primary stages of education creates a familiarity between them” (Participant 3).
Participant 11 further indicated that “the country’s attention and attentiveness are focused on
integrating disabled students with their nondisabled peers”. Participant 14 also attributed the
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policy to increased awareness and acceptance of disabled children by their abled counterparts.
The principal noted:
Even the nondisabled students in the school community understand that some of their
colleagues require special needs and have their struggles; thus, they accept disabled
people, whether in class or the surrounding environment and understand how to deal
with them. (Participant 14)
Participants 2, 7, and 13 believed that an integrated education system promotes enhanced
learning for disabled and nondisabled children. Participant 2 indicated that the policy would
enhance educational attainment for all. This respondent indicated that the policy ensures that
disabled children access equitable education and the opportunity to integrate with their
nondisabled counterparts. “The process of integration is an important process that achieves
comprehensive education for all students despite their categories, challenges, or needs. It
guarantees the students their rights in education and classroom participation” (Participant 2).
Participant 13 further clarified the role of integrated schools in providing specialized education.
“Disabled students receive great and unique services apart from their nondisabled peers”
(Participant 13). Similarly, Participant 7 considered the integration program a significant social
integration indicator. “Certainly, integration schools are a significant milestone for disabled
students to guarantee their social integration” (Participant 7). Participant 9's integration policy
presents learning opportunities by giving students with disabilities a “chance to be included and
receive academic support in the same schools as their nondisabled peers, and to develop their
skills”. Participant 15 credited the new policy to positive social and academic outcomes among
disabled children. “Integrating students with special needs helps them gain social and academic
skills, boosts their self-confidence, and enhances their sociability through making friendships, in
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addition to improving their independence skills and behavior” (Participant 15). However,
Participant 16 was skeptical about integrating severely disabled children with their abled
counterparts, noting that doing would adversely affect the academic outcomes for both groups.
…students with slow learning or learning delay issues could be immensely integrated with
their nondisabled peers. On the contrary, integrating some disabilities such as autism and
severe mental disabilities will negatively affect them and their peers. (Participant 16)
Participant 4 believed integration addresses isolation in schools “by including special
needs students in the educational processes, curriculums, and everything related to schools.”
According to Participant 6, integration allowed special needs students to indulge in the education
system and develop their didactic and social skills. Participant 10 hailed integration as a central
idea because it allows “all able-bodied students to be familiar with their disabled peers and learn
about different disabilities and difficulties”. The respondent clarified that they occasionally
organize specific programs for autistic, mentally disabled, and physically disabled students to
educate nondisabled learners, enhancing inclusivity. Participants 4, 6, and 12 supported this
analogy, inferring that integration fosters equality among all students by delivering social justice
through concessions to assist special needs learners.
All participants concurred that inclusive education is a beneficial concept in the Qatari
learning system. Some prominent advantages include: enhanced disability awareness, equality,
and social justice, and increased learning opportunities. Despite the perceived benefits,
integrating students with specific disabilities, such as autism and severe mental disabilities, could
adversely affect them and their peers, undermining the concept’s efficacy.

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Theme 2: Strategies for Implementing Inclusive Education in Elementary Schools
A critical analysis of the participants' replies revealed that different elementary schools
use various strategies to provide inclusive learning sessions. They responded to the research
question, "What strategies and practices do elementary school principals use to address the
challenges and barriers to inclusive education in Qatar"? All participants noted that their schools
had adopted specific imperatives to bolster integration, including dedicated support staff or
specialized classrooms for disabled learners. Participant 1 noted, "each room is divided into four
sections with a speech therapist, a physical therapist, and teachers certified in special education”.
Self-efficacy theory was also applied to appraise the principals’ responsibility in
promoting the incorporation of the inclusion policy into the mainstream school curriculum.
Notably, the theory’s notion of “vicarious experiences” was used to examine the role principals
play in acting as role models to teachers. Specifically, this construct was applied to understand
the strategies used by principals to motivate teachers to embrace children with disabilities in the
classroom. The analyzed data provided vital insights into the principals’ contribution to the
implementation of the policy by motivating teachers through role-modelling. Participant 2
accentuated the role of the school administration and support team in enhancing the adoption of
the inclusive learning approach:
As the school administration and support team, we pay special attention to the teaching
staff by showing them a good example. Fortunately, the support team in my school is
highly efficient. Furthermore, the school psychologist supervises the student’s cases in
person and undertakes individual sessions with them. (Participant 2)
However, Participant 3 indicated that adopting the policy entails placing disabled
children in specialized rooms.
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I notice that every student is located in a different class, and when I asked about the
reason, I was informed that the plans are designed per the needs of each student in each
subject. (Participant 3)
In congruence with this observation, Participants 11 and 14 noted that students with
severe impairments are often transferred to special schools, while those with slow learning
abilities and related issues are integrated into traditional classrooms. Similarly, Participant 16
indicated that children with severe disabilities are usually placed in special classes to cater to
their unique needs. The principal supported this assertion with the following example: “one of
the students had a severe mental problem that whenever she threw a tantrum, she used to lay
down on the floor, and no one could even get her up. Indeed, we could not have her in classes
with nondisabled students” (Participant 16).
Conversely, Participant 9 noted that some categories of disabled learners need to be
placed in traditional classrooms with appropriate aids. “With the help of hearing aid, they can
proceed with their education in ordinary classes with their nondisabled peers” (Participant 9).
Participant 15 indicated that the school organizes programs in which disabled children can
integrate with the abled group. Notably, Participant 15 asserted, "We often create programs for
them to participate in school activities and events. For allow all students to honor their peers,
whether disabled or nondisabled students, at the end of year celebration”.
According to Participant 4, administrative strategies, including informational meetings
between the special education supervisor and parents, raise awareness of integration
consequences, particularly for third-level students who are ineligible for tertiary education.
Informed parents make educated decisions by attending observatories, reducing the frequency
and gravity of future conflicts from discontent caregivers or guardians. Like Participant 4,
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Participant 6 retorted that the school used developmental workshops, targeting the entire staff.
The special education department conducts individual and comprehensive meetings with
instructors, enlightening them on the recommended ways to handle special needs learners and
resolve specific challenges through concessions. Participant 10 indicated that limited space was
the most predominant problem undermining their capability to handle special needs students.
Though the institution had implemented temporary strategies to address this issue, the
administration emailed the education ministry frequently, requesting a stoppage in new student
registration. Moreover, the school's special education department customized learning materials
based on students' needs and presented them during the annual gallery for vetting and voting to
identify and adopt the most progressive proposal. Like Participants 4 and 6, Participant 12
believed in conducting meetings via Microsoft Teams or in person to discuss children's cases and
propose functional solutions while encouraging fresh graduates to provide required concessions
by improving curriculums to meet learners' needs.
Each participant raised remarkable strategies used to foster inclusive education. On the
one hand, Participant 3 noted the relevance of specialized rooms, while Participant 9 indicated
the significance of appropriate aid in conventional classrooms. On the other hand, Participants 4,
6, and 12 advocated developmental workshops hosted by the special education department to
enlighten teachers, support staff, and parents to bolster inclusivity in elementary schools.
Theme 3: Internal and External Barriers
The theory of basic equality was used to evaluate various variables affecting the
implementation of the inclusion policy in mainstream schools. The theory was fundamental in
explicating various challenges hampering the full execution of the policy. Informed by this
theory, respondents in this study were also requested to share their opinion concerning the main
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challenges they experienced when implementing the inclusive learning policy by the Ministry of
Education and Higher Education (MOEHE). They replied to the second research question, “What
challenges and barriers do elementary school principals face in implementing inclusive education
in Qatar?” Participants 1, 9, 11, and 14 noted that the lack of adequate parental support and
acceptance was a significant obstacle to implementing the policy effectively. Per Participant 1,
parents’ reluctance to admit that their children have disabilities affects the implementation of the
policy. This principal noted:
I get full support from the Ministry and ‘Roua’ Center for their urgent intervention in the
severe cases we get. In the recent two years, all the responses towards the cases we
mentioned to them were quick and efficient, and the diagnoses are always similar to our
suggestions. The challenge is for the parents to accept the truth. (Participant 1)
For Participant 9, parents’ reluctance to collaborate with teachers on the academic levels
of their children adversely affects the adoption of the inclusive policy. “Regarding the parents,
the challenge lies in the carelessness of some parents about their children’s academic levels.
Whenever a new student enrolls at our school, we immediately start contacting the parents, yet
some parents’ lack of communication forms a challenge” (Participant 9). Participant 11 also
identified parents’ reluctance to admit that their children have learning impairments as a
significant challenge in implementing the integration policy. Notably, Participant 11 observed:
“Teachers sometimes notice that a student’s movement or concentration is impaired and notify
the school administration, which diagnoses the student as impaired. Then, when we inform the
parents, they do not accept the situation”. Participants 13 and 14 portrayed parents as the leading
obstacle in implementing the integration policy. Participant 14 observed:
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The most significant challenge we tackle is the parents. They usually find it very difficult
to accept that their children will be classified as third-level students, have individual
plans, not be fully integrated with their nondisabled peers, attend individual sessions, etc.
The parents hardly accept such characteristics or features for their children.
Participants 6, 10, and 13 clarified the challenge posed by parents by giving an example
of a mother who could not accept her child being categorized as disabled despite a positive
diagnosis.
Participants 6, 10, and 13 clarified the challenge posed by parents by giving an example
of a mother who could not accept her child being categorized as disabled despite a positive
diagnosis. Participant 6 retorted, "Some parents do not approve even after explaining the case to
them and providing evidence." According to the 10th respondent, most mothers are usually in
denial, hardly accepting the truth befalling their children. The participant quipped, "Indeed, the
mothers' denial of their children's disabilities is a huge challenge we tackle".
The most significant challenge we tackle is the parents. For example, teachers and I
noticed that one of the students had a problem concentrating, got distracted easily, and
had trouble reading and writing. Her mother claimed that she did not struggle with
anything. We then transferred the student to Roaa Center for diagnosis, and the facility
classified her under the third level. Nonetheless, the mother did not approve of the
diagnosis. (Participant 13)
Participants 2, 4, and 7 identified the staff shortage as the biggest challenge facing
schools when implementing the integrated learning program. Participant 2 attributed this
challenge to the increased resignation of teachers. "I believe one of the biggest challenges I
tackle is the resignation and retirement of some teachers at school" (Participant 2). For
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Participant 7, this shortage is caused by insufficient teachers or assistants. "As you mentioned,
the team is highly significant in accomplishing integrated education. Indeed, staff shortage, such
as the absence of a teacher or an assistant, forms a major challenge and affects the student's plan"
(Participant 7). Participant 4 clarified the staff shortage problem, explaining that it affects the
specialized and non-specialized staff, exposing special needs learners to grave challenges.
Participant 10 contextualized the staff shortage by explaining the hardships of staff recruitment
and development processes. While hiring competent tutors is a complicated task, the members of
the special needs department hardly undergo career improvement programs, particularly
internationally, to understand the gravity of the problem and create practical concessions.
Participants 3 and 10 highlighted the lack of enough rooms for disabled students as the
primary obstacle to implementing the inclusive learning program. This school principal indicated
that adopting the inclusive policy is challenging due to the scarcity of classrooms to
accommodate children with special needs. "The challenge here is that disabled students do not
have a separate section; they are present in nondisabled students' classes and particularly in lower
primary classes, which are grades one and two" (Participant 3). Participant 10 argued that
bureaucratic processes in the education ministry still need to resolve the school capacity problem
promptly. This principal lamented that schools do not have enough space dedicated to special
needs. However, Participant 9 identified curriculum restrictions as another issue affecting the
successful integration of disabled children into mainstream schools. The current curriculum does
not provide sufficient time for teaching disabled children. Unlike the regular classroom, the
curriculum requires teachers to teach disabled children for half an hour per lesson. The principal
posited:
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The regular class lasts 45 minutes, while the special education classes shall not exceed 30
minutes. And this is a challenge. Regarding class duration, we have strong restrictions
from the Ministry. Thus, special education teachers must teach and perform activities
within 30 minutes. (Participant 9)
Self-efficacy theory’s principle of emotional and physiological states was used to
establish how the general wellbeing of disabled children affects their inclusion in mainstream
schools. Consistent with this concept, Participant 11 identified teachers' impatience as one of the
commonly experienced challenges. "In other cases, the teachers are not patient enough with the
students. This is a significant challenge because the disabled students' needs are higher than
those of nondisabled students" (Participant 11). Participants 15 and 16 depicted the lack of
adequately trained teachers and educator absence as the principal obstacle often encountered in
their schools. According to Participant 15, "The most significant challenge I tackle is the fact that
the teachers and assistants are neither well-trained nor qualified to deal with this category of
students". Similarly, Participant 16 noted: "the most significant challenge I tackle as school
principal is the absence of teachers, especially the special education staff, whether teachers or
assistants." Participant 11 identified the difficulties of handling disabled children as a massive
school challenge. In the principal's view, "the students are even a greater challenge, especially
for the third level students. Some are extremely difficult to integrate, particularly the students
who unconsciously make loud noises during classes."
Qatari inclusion schools face a multitude of internal and external challenges. On the one
hand, they struggle with staff shortages occasioned by complex recruitment and development
processes. On the other hand, they grapple with inadequate parental support, insufficient
specialized classrooms, career restrictions, and unimaginable complexities in handling special
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needs learners. Stakeholders must formulate agreeable policies to address these issues to bolster
learner equality and improve educational outcomes.
Theme 4: Parental, Teacher and Student Interventions
Participants uncovered several strategies schools could use to implement the inclusive
policy effectively. They responded to the third research question, “What strategies and practices
do elementary school principals use to address the challenges and barriers to inclusive education
in Qatar?” The concepts of self-efficacy theory were applied to explore the interventions utilized
by principals to implement the inclusion strategy in their schools. Notably, the principle of
vicarious experiences was used to evaluate the role of psychologists in helping teachers
understand the basic requirements of the inclusion policy. Participants 1 and 2 identified
soliciting the support of a psychologist to persuade parents about their children’s disabilities.
They highlighted the role of a psychologist in enabling parents to acknowledge the disability
challenges of their children. Some parents are reluctant to admit that their children have
disabilities that require specialized education. “I always make sure that a psychologist attends the
meeting with me to prepare the mother and help her accept the situation” (Participant 1).
Similarly, Participant 2 attributed the achievement of desirable outcomes to the “help of the plan
and the strategies designed by the special education teacher and coordinator and under the
supervision of the special education specialist from the Ministry of Education.” Moreover,
Participant 12 noted that “we have an occupational therapist who trains the students to move
their hands and mouths properly. They are specialized and professional in their fields”.
Self-efficacy theory’s idea of “verbal persuasion” was utilized to examine the active roles
principals play in motivating teachers to implement the program. The respondents were asked to
shed light on the role of administrators in enabling teachers to implement the inclusion policy.
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Participant 3 highlighted the need for administrative intervention. “The administrative deputy
and I set up meetings with parents to explain the student’s academic level and how the gap
between her and her peers affects her mental health” (Participant 3). Participants 2, 4, 7, and 9
reiterated that proper organization of classrooms was vital in addressing the needs and interests
of disabled children. Participant 4 inferred, “asked the special education coordinator in our
school to organize competitions that both students with special needs and their nondisabled peers
can participate in”. Similarly, Participant 2 noted, “we make sure to include our disabled students
in all the activities and the academic competitions initiated.” Participant 7 attributed small groups
to achieving learning coherence. According to this principal:
Dividing the students in class into small groups is very helpful as long as all the
members’ needs and abilities meet to create coherence. Finding disabled students with
the same needs and skills is a big challenge. Nevertheless, we try our best to create
coherent groups of students. (Participant 7)
Participant 9 emphasized the importance of dividing the class into small segments
according to the unique learning needs of various cohorts of children. “Regarding the teachers,
we divided the class into a presentation, some flexible activities, and a non-academic activity”
(Participant 9). Participant 9 also stressed the importance of helping disabled students develop
self-confidence to boost their integration into the mainstream educational setting. “Regarding the
students, we try to enhance their confidence as much as possible by constantly honoring them
with certificates and encouraging gifts” (Participant 9). Participant 16 emphasizes placing
disabled students in specialized classes with appropriate facilities.
Moreover, Participants 1, 3, 6, and 9 stressed the importance of increasing awareness
about disability. These participants indicated that it is vital for parents and teachers to understand
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the existence of the disability and the need for inclusive learning. Participant 1 emphasized the
significance of ensuring teachers understand the vitality of integrating disabled children into the
traditional classroom to enhance their learning outcomes. “The thing I love doing the most is
raising awareness about the integration process in my school and believing in it” (Participant 1).
Participant 3 noted how it is important to explain to the parents about disability to increase their
awareness of this health problem and the associated educational implications.
“We try to explain to the parents that their children deserve to live their lives fully and
claim all their rights; otherwise, they will blame their parents for depriving them of this
opportunity in the future” (Participant 3)
Also, Participant 6 explained the significance of distributing informative brochures about
specific conditions, such as Down syndrome and speech complications. The principal noted that
these sessions allow members to share experiences and expectations, allowing stakeholders
(teachers, parents, and the board of trustees) to improve learning outcomes. Participant 9
highlighted the value of including parents in school activities to increase their awareness of the
strategies for integrating disabled children into regular learning settings. “One of the strategies
we use at school is the parent’s participation in the observation classes and the honoring
ceremonies. Fortunately, most parents participate in the events and activities we do at our school,
especially the parents of disabled students” (Participant 9). Similarly, Participant 13 accentuated
the importance of including parents in school activities: “we consistently invite the mothers who
do not accept their daughters’ transfer to the observatory classes, to be able to watch their
daughters in the classroom”. Consistently, Participant 14 observed that: “whenever we have an
activity for special needs students, we invite some of the parents and the Board of Trustees for
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them to get to know the students in person and have a clear vision about the situation in our
school”.
Participant 11 highlighted teacher training and empowerment. “We educated the teachers
on laws and rules to apply to the students through several circulars” (Participant 11). According
to Participant 15, overcoming the challenges entails “providing an attractive educational
environment for students with special needs and meeting their needs through preparing and
equipping teachers to ensure their integration and adaptation into this environment”. Similarly,
Participant 15 underlined the value of teacher training. For Participant 15, schools can overcome
the challenges by “providing teachers with training programs to educate and train them about
how to deal with this category of students in the classroom”.
Elementary inclusion schools adopt various student, parent, and teacher interventions to
improve learning outcomes and experiences. While some focus on administrative improvements,
such as introducing psychologists and hosting informative workshops, others concentrate on
tutor training and empowerment to adapt effectively to the integrated environment. Irrespective
of the different strategies, the principals agree that they play an integral role in enhancing
inclusivity by promoting social justice and improving learning outcomes.
Theme 5: Financial and Non-Financial Resources
The theory of social justice was utilized to assess whether schools have the necessary
resources to execute the inclusion policy. In this regard, the model aided in appraising whether
the program is fully anchored on the fundamental tenets of social justice. In congruence with this
theory, the participants also identified vital resources required to make the inclusive policy
successful. The respondents replied to the fourth research question, “What resources and training
do elementary school principals need to implement inclusive education effectively in Qatar
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schools?” Participants 1, 2 and 6 accentuated the significance of sufficient budgetary allocation.
Participant 1 indicated that allocating a sufficient budget toward the inclusive program is critical
to ensuring its success. “In our school, there is a good budget dedicated from the school budget
for supporting the activities and the educational tools” (Participant 1). Besides the school,
Participant 2 stressed the contribution of the Ministry of Education in supporting schools to
implement the inclusive learning policy. According to Participant 2, “the Ministry of Education
allocates a large budget to integration schools”. Participant 4 inferred that the special needs
department warrants an expansive budget to finance additional materials, such as more printing
papers or curriculum modifications to accommodate these learners. Furthermore, Participant 12
retorted that cooperation with the education ministry had impacted decision-making and
planning methodologies, improving educational outcomes. Participant 13 specified, "the school
has a special budget for the special education department that serves whatever the students
require”. Participant 14 also confirmed the importance of financial resources in promoting the
policy: “regarding financial resources, the special needs department has its annual budget
deducted from the school’s budget; in case they require any financial support”.
Besides financial resources, participants identified other tools that schools use to promote
the integration policy. Participants 1, 4, 7, and 9 emphasized using appropriate teaching aids to
support the policy. Per Participant 1, electronic devices are vital in facilitating the adoption of
inclusive policy in elementary schools. “We use tools such as tablets and digital electronic desks
for our special needs department” (Participant 1). Participant 4 noted the school had equipped
laboratories based on learner needs. For example, some have TVs, specific devices, and tools,
while others have a gallery of special education material. Participant 7 acknowledged laptops as
essential to promoting the policy by asserting, “well, the laptops I mentioned earlier were upon
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our request, yet the ministry provided them” (Participant 7). Participant 9 highlighted utilizing
communication tools such as emails, Microsoft Teams, and the Qatar Education platform. “First
of all, I highly concentrate on building electronic communication. We communicate through
emails, Microsoft Teams, and the Qatar Education platform” (Participant 9).
Participants 1, 2, 3, 9, and 10 accentuated the significance of additional teacher training
to gain specialized skills. According to Participant 1, further training helps teachers to hone their
skills in best practices in the inclusion policy. “One of my special education and shadow teachers
attends a workshop every Sunday to learn about an inclusive learning strategy” (Participant 1).
According to Participant 2, teachers need additional training to gain in-depth skills in inclusive
policy. “I believe we need special development for the team working with disabled students”
(Participant 2). Additionally, Participant 3 reiterated willingness in ensuring that “the entire staff
get the sufficient amount of knowledge they need regarding disabled students”. Similarly,
Participant 9 noted that teachers “undergo training inside the school by the coordinator and the
special education director” to develop their careers.
Participants 1, 2, and 9 underscored the centrality of workshops in augmenting parents'
and teachers’ awareness of disability in facilitating a smooth implementation of the inclusive
policy. Participant 1 indicated, “by the beginning of every academic year, we host workshops for
all the parents, not only the parents of disabled students. “Participant 2 also noted: “our school
staff organizes workshops for special education teachers and the opposite”. For Participant 9,
teachers attend workshops frequently to learn more about special education and the integration
policy. “Nevertheless, we attend workshops in the Qatar Career Development Centre by the
Ministry of Education. We can measure the impact of the workshops on the teachers through
observing the student’s academic level in the class and final evaluations” (Participant 9).
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Participant 10 explained the need to recruit qualified and capable employees in the special needs
department. While existing staff are executors, the principle emphasized the need to hire, retain,
and develop strategists suitable for leading the department.
Participant 11 represented workshops as essential resource schools use to promote the
integration policy. “As you know, we have the Qatar Career Development Centre as part of the
Ministry of Education, and they have started several workshops regarding special education
since the beginning of the academic year” (Participant 11). Similarly, Participant 14 indicated,
"The school uses the programs suggested by the Qatar Career Development Center and the
special education department in the Ministry of Education.” For Participants 12 and 16, the
Ministry of Education supports schools with career development services for the teachers.
“Regarding the career development for teachers, the special education department in the Ministry
of Education is highly active. The Ministry routinely lists recommended teachers to attend the
courses and workshops” (Participant 16). However, Participants 10 and 13 lamented that career
development opportunities for principals and teachers are infrequent. According to Participant
10, only coordinators access development workshops sidelining other staff members in the
special education department. The 13th respondent quipped, “neither I nor my staff received any
career development this year. Last year, the Ministry only had one meeting with us and dropped
the second”. Participant 15 confirmed that the scarcity of essential resources was a common
problem in learning institutions. “We struggle with the limitedness of the current sources and the
shortage of the specialized equipment. Everything, including books, equipment, and furniture,
takes a long time to be provided” (Participant 15).
Effective inclusion requires substantial financial and non-financial resources. Since
special needs learners have additional educational and co-curriculum requirements, schools must
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provide additional financial allocations to fund specialized classrooms, learning aids, and
recruitment of specialized tutors. Furthermore, these institutions must finance additional teacher
training through career development programs to enhance learning outcomes.
Additional Theme
In addition to the themes identified above related to the research questions, an additional
theme emerged. All 16 participants indicated that inclusivity is a crucial yet challenging
undertaking in the education sector. Most respondents lamented inexperienced teachers,
inadequate finances, and uncooperative parents, arguing that these impediments hinder
successful integration. Despite the commonality of the problems ailing inclusivity in Qatari
elementary schools, institutions implement different strategies to address similar problems. On
the one hand, some schools focus on classroom organization and increased awareness to enhance
learning outcomes, disregarding the impact of some of the core issues. On the other hand, some
principals emphasize administrative interventions, such as staff recruitment and career
development, and psychological support to resolve the aforementioned issues. The country’s
Ministry of education should create a reliable and progressive framework, guiding the integration
process while appreciating the frequency and gravity of challenges bedeviling this undertaking.
Summary
The analyzed data offers valuable insights into the research questions this study sought to
answer. The findings highlight multiple benefits of the inclusive policy, including increased
learning opportunities and recognition of disabled children. According to the results, schools use
specialized staff, specialized rooms, and conventional classrooms to implement the inclusive
policy. However, learning institutions face several challenges in implementing the policy,
notably, lack of parental support, staff shortage, insufficient separate rooms, curriculum
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restrictions, and difficulties in handling disabled children in class. The findings further
uncovered several strategies school principals utilize to address these challenges. Notable
approaches include soliciting psychologist support, administrative intervention, and classroom
organization, improving disabled students’ self-confidence, and increasing awareness.
Additionally, the results uncovered appropriate teaching aids, teacher training, workshops, and
adequate budget allocations as critical facilitators of the inclusive policy.

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Chapter Five: Discussion
Summary of Findings
The current study examined the views of Qatar’s elementary school principals on the
inclusion of students with intellectual disabilities in mainstream schools. This chapter highlights
and discusses the study’s major findings by drawing parallels with extant literature on
elementary school principals’ attitudes toward inclusive education. The study uncovered several
themes across the four research questions. A thorough discussion of these themes juxtaposed
against the available literature is critical to establishing the extent to which the study aligned or
deviated from previous research. This chapter highlights and critically discuss these themes in
detail by drawing parallels with prior studies and the undergirding theoretical framework. The
section also explores the implications of the study’s outcomes on educational practice and
discusses recommendations for future research based on the identified limitations to prior
studies.
Discussion of Findings
School Principals’ Attitudes Toward the Implementation of Inclusive Education
The study found that school principals perceive the inclusive policy as essential to
increasing learning opportunities for students with disabilities, augmenting nondisabled students’
awareness of their peers with disabilities, and improving adverse outcomes among the two
groups of students. Concerning learning opportunities, the participants indicated that the policy
would enhance educational attainment for all students, especially those with intellectual
limitations. Specifically, the study established that the inclusive approach allows students with
disabilities to access equitable education and integrate with their nondisabled peers. As
highlighted in the theoretical framework, individuals learn valuable lessons or experiences from
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diverse episodes encountered in their lives. In this case, the study confirmed self-efficacy
theory’s assumption that people learn when they confront a new problem and succeed. Similarly,
this study established that disabled students improve their educational outcomes by interacting
with their peers in mainstream classes. Further, according to the respondents, the inclusive policy
enables students with disabilities to gain social and academic skills, boost their self-confidence,
enhance their sociability via elaborate friendships, and improve independence skills and
behaviors. This finding is consistent with previous research (McLinden et al., 2018), which
found that inclusive education optimizes learning opportunities. In their study, McLinden et al.
(2018) found that intellectually disabled students exposed to learning environments characterized
by peers with different abilities acquire additional skills and abilities that would not develop in
isolated environments. This finding accentuates the importance of integrating disabled children
into mainstream classes to help them learn new skills from their nondisabled peers. Hence, the
present study confirmed that the inclusive policy could help students with disabilities integrate
with nondisabled peers and acquire novel academic and social skills.
The present study also found that the inclusive policy improves nondisabled students’
awareness of their peers with disabled. As opined by several participants, this policy allows
nondisabled students to understand and recognize their disabled peers, improving cohesion. The
respondents emphasized that an integrated learning approach allows nondisabled students to
embrace their disabled peers. In most instances, children with intellectual and other disabilities
are less appreciated in society due to their disruptive and abnormal behaviors. Per the outcome of
the current study, this defeatist notion may change if nondisabled students interact with their
disabled peers in the same school daily, resulting in enhanced familiarity and recognition.
Consistent with this outcome, Mag et al. (2017) found that an inclusive class enables nondisabled
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students to familiarize themselves with their disabled peers, improving recognition and
acceptance. For this reason, an inclusive policy can potentially address the widespread
incidences of discrimination and isolation of children with disabilities in society. According to
Parsons and Beauchamp (1995), students in inclusive classrooms have a distinctively positive
perception of students with disabilities because they interact with them daily compared to those
in mainstream learning institutions. Therefore, inclusive education helps nondisabled students
develop a different opinion about people with disability due to the high frequency of interaction.
The benefits notwithstanding, the present study found that inclusive education has
various limitations. The participants noted that this learning approach may adversely affect
disabled and nondisabled students. Notably, the participants indicated that enrolling children
with severe learning disabilities and autism in regular classrooms may undermine the learning
process of their nondisabled peers. Similarly, the respondents indicated that including such
children in mainstream classrooms may affect their learning due to their slow speed of
understanding complex concepts. In this sense, the present study contradicts McLinden et al.’s
(2018) study, which indicated that inclusive education is associated with only positive outcomes.
This divergence could be attributed to the unique designs employed in the two studies. Thus,
further research may be required to determine how and the extent to which the inclusive policy
affects disabled and nondisabled students.
Strategies for Implementing Inclusive Education in Elementary Schools
The participants in this study highlighted several strategies they use to implement
inclusive education in their schools. According to the principals, teachers require exceptional
support to integrate disabled children into mainstream classrooms successfully. The respondents
emphasized the importance of using specialized staff to offer teaching in integrated classes,
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citing their profound understanding of the unique learning challenges experienced by disabled
children. Overall, the present study identified enlisting external support from specialized
individuals as a critical phase in ensuring the smooth integration of disabled children into
mainstream classrooms. Warnes et al. (2021) consistently found that teachers in mainstream
schools need support from specialized individuals to implement an inclusive education policy.
Notably, non-specialized teachers often develop anxiety due to the complexities of handling
children with autism and mental disabilities. For this reason, seeking expert support can promote
the implementation of inclusive education in elementary schools. Consistently, self-efficacy
theory accentuates the importance of role models in helping followers succeed in their jobs. By
uncovering the significance of specialized teachers in supporting mainstream teachers, the
current study confirms the notion by self-efficacy theory that people become effective in their
roles by learning from their mentors.
The current study also found that placing students with disabilities in specialized rooms is
vital to boosting the implementation of the inclusive education policy. The participants
underscored the need to teach students with severe learning disabilities separately or transfer
them to special schools for optimal outcomes. This approach was considered necessary because
such children will likely struggle to catch up with their peers in mainstream classrooms. Unlike
mainstream classes, specialized schools implement interactive models that support enhanced
learning among severely disabled children. This outcome is consistent with previous research. In
their study, García-Carrión et al. (2018) found that using interaction models in special schools
improves the learning outcomes of children with disabilities by providing them with high-quality
learning and supportive relationships. This outcome validates the principles of social justice
theory. Notably, the theory underscores the need to ensure that everyone has equal opportunities
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to succeed. In line with this concept, the current study established that disabled students could
improve their learning outcomes by accessing interactive devices.
This study also underlined the need to incorporate children with minor disabilities into
mainstream classrooms to boost their learning outcomes. Per the participants, children with
minimal learning disabilities could be placed in conventional classrooms with learning gadgets.
These principals argued that minimally impaired children need a small intervention to adapt to
life in a traditional learning setting than those with severe challenges. In line with this outcome,
Kocaj et al. (2014) indicated that integrating children with minor disabilities into mainstream
classrooms provides them with an optimum level of attainment in instrumental subjects, such as
language and mathematics. Therefore, allowing students with minor disabilities to learn
alongside their nondisabled peers is critical in ensuring the successful implementation of
inclusive education.
Interventions to Address Barriers to Implementing the Inclusive Strategy
This study highlighted multiple strategies to augment the effective implementation of
inclusive education in Qatar’s elementary schools. The hiring of a psychologist emerged as one
of the promising interventions. Per the participants, schools need psychologists to counsel
parents into accepting their children’s disability. In congruence with this finding, Pappas et al.
(2018) established that school psychologists support inclusive education by promoting
educational support networks for teachers and enabling disabled children to build mental
resilience. Teachers need support to handle learners and a conducive environment to discharge
their duties effectively. Psychologists can make this goal possible by helping teachers collaborate
well with parents and assisting disabled children in developing positive behaviors. This
requirement aligns with the self-efficacy theory’s assumption that individuals improve their
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efficiency in task performance by learning from mentors. Similarly, regular teachers can become
effective in handling disabled children by learning from their specialized counterparts.
Additionally, the results confirmed that recruiting special education teachers can boost
the implementation of inclusive education in elementary schools. The respondents indicated that
this cohort of educators has the skills to design and develop effective teaching plans to achieve
desirable outcomes among children with disabilities. Similar findings are reported by Khaleel et
al. (2021), who established that special education tutors help learners with disabilities perform
well in math and science. In most cases, general education teachers lack the competence to
handle such subjects, resulting in poor performance among students with disabilities. This
competency limitation underlines the need for principals to hire more special education teachers
to boost the instructional delivery of non-specialized tutors.
The results further depicted administrative support as critical for promoting inclusive
education. Several respondents stressed the need for principals to support teachers by providing
appropriate learning resources and collaborating closely with parents. Khaleel et al. (2021) also
underscored the significance of administrative support in empowering teachers to implement
inclusive education. The researchers concluded that school principals should appraise the
specific resources that different cohorts of students require to thrive and avail them to teachers
(Khaleel., 2021). This evidence affirms principals' critical role as the overall managers of their
schools. Courtesy of their authority, administrators can promote inclusive education via multiple
decisions, such as providing relevant resources and managing the number of students with
disabilities admitted to their schools. This support is critical in meeting the minimum
requirements of the social justice theory, which accentuates the importance of providing equal
opportunities to all individuals.
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Moreover, the findings revealed that dividing classes into small distinct groups based on
a student's unique learning needs can boost the implementation of inclusive learning. The
respondents noted that this strategy promotes classroom coherence by placing students into
groups matching their learning abilities. Notably, this approach allows teachers to tailor their
teaching content based on the learning levels of each student cohort. Similarly, Fatima et al.
(2019) emphasize the need to make classes manageable by placing students accordingly. The
researchers argue that inclusive education has failed in many countries due to improper
classroom management, such as overcrowding and insufficient space for arranging students
based on their abilities (Fatima et al., 2019). As the inclusive policy continues to gain popularity
in varied contexts, ensuring proper classroom arrangement can address teachers' challenges in
instructional delivery. Specifically, this strategy can allow tutors to determine the relevant
content that various groups of students need to improve their academic performance. This
approach would be critical to promoting fairness in learning as suggested by the theory of
equality.
On the same token, the current study established the need to integrate less severely
disabled students into the mainstream classroom without necessarily dividing them into small
groups. Notably, the participants indicated that these children could fit well in traditional
learning environments with appropriate resources, such as laptops and digital electronic desks.
The respondents stressed the importance of ensuring that minimally impaired students can access
the resources they need to compete with their abled peers. In their study, Ireri et al. (2020) found
that learning aids are vital facilitators of inclusive education. This convergence in outcome
confirms the centrality of providing less severely disabled students with essential support
resources to facilitate smooth integration into mainstream classes. The provision of support
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resources would enable disabled children to fulfill their dreams as envisaged by the theory of
social justice.
Additional teacher training emerged in this study as essential for promoting inclusive
education in elementary schools. The respondents argued that most general teachers need more
skills to meet the needs of students with disabilities fully. For this reason, the respondents
underlined the need for schools to train these teachers on critical aspects of special education to
prepare them better for inclusive education. According to the respondents, mainstream teachers
in Qatar can gain special education skills through workshops and in-school training by the
Special Education Coordinator and Ministry's specialists. In unison with this observation,
Masana and Kgothule (2022) emphasized the criticality of additional training in promoting
inclusive education. Notably, the researchers concluded that such training equips teachers with
the knowledge and skills to implement inclusive education efficiently (Masana & Kgothule,
2022). Besides enhancing confidence, such training can make conventional teachers more
competent, skillful, and qualified to teach children with learning impairments. This potential
implication suggests the need for schools to organize special education training for their teachers
to equip them with the skills and knowledge to dispense inclusive education. In congruence with
the theory of social justice, equipping regular teachers with specialized skills would enable them
to integrate disabled children into mainstream classes with minimal challenges.
Challenges of Implementing Inclusive Education
The findings of this study uncovered several challenges that affect the smooth
implementation of inclusive education. The participants argued that parents’ reluctance to
collaborate with teachers on the academic levels of their children adversely affects the adoption
of the inclusive policy. Several principals noted that some parents refuse to acknowledge their
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children’s disability, while others communicate poorly with teachers or the school
administration. These parental challenges hinder teachers from determining the most appropriate
class placement to guarantee optimal learning outcomes. This outcome validates the self-efficacy
theory’s notion that context shapes people’s efficiency in executing tasks. Notably, a lack of
parental support impedes teachers’ effort to integrate disabled children into regular classrooms.
However, this outcome is inconsistent with Tryfon et al. (2019), who found that parents actively
support disabled children to adapt to inclusive settings. In this study, the researchers did not
uncover any significant parental challenges associated with the placement of disabled children in
traditional classrooms. This notable divergence between the current research and that of Tryfon
et al. (2019) could be attributed to the methodologies adopted. While the present study employed
a qualitative research design, Tryfon et al. (2019) explored the research phenomena
quantitatively. For this reason, the latter might have overlooked in-depth and critical insights
from the parents.
The present study identified staff shortage as the most significant challenge undermining
schools’ efforts to implement the integrated learning program. The participants credited this
hurdle to the increased resignation of teachers and a lack of assistants. The success of the
inclusive education policy is primarily underpinned by the availability of adequate teachers to
handle the added burden of teaching students with disabilities. Schools require sufficient teachers
and assistants to meet the unique needs of all nondisabled and disabled students. However,
participants in the current study indicated that their schools struggle with implementing the
inclusive policy due to staff shortages. This finding corresponds with previous research
(DeMatthews et al., 2021), which established teacher shortage as a prominent obstacle to
inclusive education. The researchers found that most schools lack special education teachers,
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resulting in underserved students. Besides, the study found that general education teachers
cannot address the needs of children with learning disabilities. Consequently, these students
often score low academically and become vulnerable to long-term learning challenges that
general education teachers cannot resolve. This finding in inconsistent with the theory of
equality’s emphasis on the need to ensure equal access to opportunities for all individuals.
Moreover, this study uncovered insufficient classrooms as a fundamental impediment to
inclusive education in elementary schools across Qatar. The participants indicated that their
schools lack sufficient classrooms to accommodate students with disabilities. An inclusive
educational program requires spacious classrooms where students can be arranged based on their
learning needs. For this reason, implementing this policy within limited classroom spaces makes
accommodating children with different abilities challenging. The study by Moriña (2017)
identified physical obstacles as a significant challenge preventing schools from implementing
inclusive education. Therefore, the current study concurs with previous research that
infrastructural hurdles undermine the implementation of inclusive education in Qatar's
elementary schools. Similarly, this result contradicts the principle of fairness stressed in the
theory of equality.
Participants in this study identified curriculum restrictions as a critical challenge affecting
the successful integration of students with disabilities into public schools. Per the respondents,
the current curriculum does not allocate sufficient time for teaching students with disabilities.
Unlike the regular classroom, the curriculum requires teachers to teach students with disabilities
for half an hour per lesson. This outcome authenticates Lai et al.'s (2021) study, which also
uncovered the general curriculum as less accommodating to children with disabilities. Notably,
the researchers established that students with disabilities need more support to succeed in the
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mainstream education curriculum. This cohort requires special resources like braille and sign
language to compete with nondisabled peers. Besides, students with mental disabilities often take
longer to grasp taught concepts, highlighting the need for a student-centered learning approach.
Hence, the continued use of the general curriculum implies that teachers lack an appropriate
framework to accommodate students with disabilities' needs. In this regard, the study’s outcome
concurs with the self-efficacy theory’s idea that context influences people’s efficacy on diverse
issues.
The shortage of highly trained teachers emerged as a considerable challenge to
implementing inclusive education. Several principals argued that their schools struggled to
integrate disabled children into mainstream classes due to a lack of adequately trained teachers
and educators. In this regard, mainstream schools lack well-trained and qualified teachers to
handle the unique learning needs of students with disabilities. Previous research (Connally &
Kimmel, 2020; Galiatsos et al., 2019; Stelitano et al. 2020) depicts the scarcity of teachers
trained in specialized education teachers as a significant obstacle to inclusive education. In their
study, Connally and Kimmel (2020) found that most general education teachers and principals
are often unprepared to address the needs of students with disabilities. Consistently, Galiatsos et
al. (2019) and Stelitano et al. (2020) established that only 12% of school principals and 17% of
instructors, respectively, feel prepared to teach disabled children adequately. These low
percentages indicate the magnitude of the challenge that schools face as they attempt to
implement inclusive education. Thus, this policy's elaborate and effective implementation in
Qatar's elementary schools may prove elusive if this obstacle is not appropriately addressed.
The current study further identified teachers' impatience with disabled students as a
significant challenge derailing the inclusive policy. According to the participants, some teachers
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are not patient enough to accommodate the needs of students with disabilities. Teaching
intellectually impaired children requires instructors to spend considerably more time in class,
which could be a rather uncomfortable and tedious experience. This finding validates prior
research (Alborno & Gaad, 2014; Leng et al., 2021), which depicts teachers' negative attitudes
toward disabled children as a chief barrier to implementing inclusive education in schools. In
conformity with the current study, Alborno and Gaad (2014) found that teachers find it
challenging to teach this group of students due to their intellectual disabilities. Similarly, Leng et
al. (2021) uncovered that some teachers are unwilling to handle disabled students due to their
troublesome behaviors. This outcome is true for students with third-level intellectual disability
due to their unconscious undesired behaviors. Notably, some participants in this study mentioned
that such children unintentionally make loud noises in class. This behavior could help explain
why some teachers are unwilling to integrate students with disabilities into mainstream classes.
From a self-efficacy perspective, individuals’ wellbeing determines the extent to which they are
treated by others. In this context, the study established that disabled children’s disruptive
behavior makes it hard for some teachers to teach them.
Financial and Non-Financial Resources to Make Inclusive Policy Successful
The outcomes of this study also shed valuable light on the financial and non-financial
resources that elementary schools in Qatar require to implement the inclusive education program
successfully. Participants identified adequate budgetary allocation by MoEHE as critical to
implementing the policy. In the respondents’ view, sufficient finances are required to meet the
additional needs of disabled children, such as the acquisition of digital learning aids and
electronic devices. Similarly, Schuelka (2018) argues that sufficient human and financial
resources are pivotal to the success of an inclusive learning model. Against this backdrop,
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allocating adequate budgets to schools can boost the integration of students with disabilities into
mainstream classrooms.
At the same time, this study identified appropriate teaching aids as essential for
optimizing the success rate of inclusive education. The respondents posited that digital devices,
such as laptops and electronic desks, are central to the functionality of inclusive education.
Several principals noted that such devices have allowed their schools to implement the program.
Haleem et al. (2022) consistently argue that using new technology-facilitated learning solutions,
such as smartboards, tablets, simulations, and mobile devices, can effectively teach young
children of different capabilities. This capability is attributed to devices’ interactivity and
potential to offer immediate feedback.
Moreover, the current study depicts workshops and in-service training as essential
resources for inclusive education. The respondents observed that allowing teachers to undergo
in-service training and attend workshops could provide them with the skills needed to integrate
disabled children into mainstream classrooms. Consequently, these resources can help schools
implement inclusive education as envisaged by Qatar’s MoEHE. In their study, Subban and
Mahlo (2017) also emphasize the importance of these resources, noting that continuous teacher
training positively affects attitudes toward inclusion and equips instructors with relevant skills to
succeed. This positive association establishes a firm underpinning for schools and MoEHE to
facilitate sustained teacher development as part of the inclusive policy implementation plan.
Overall, the provision of financial and non-financial resources would allow schools to promote
equitable learning between regular and disabled students as anticipated by the theory of equality.

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Implications for Practice
The outcomes of this study have practical implications for the Qatar MoEHE, school
principals, parents, and teachers. Inclusion programs’ success depends on different stakeholders’
contributions, including the government, the school, and parents. The three stakeholders have to
combine efforts to ensure resource mobilization, and the implementation process is successful.
This section outlines and explores the implications of the study’s findings for various
stakeholders. The following four recommendations are appropriate for creating inclusive
environments for students with disabilities in Qatari schools.
Table 4
Recommendations for practice

Recommendation 1 MoEHE should provide inclusion school with qualified
specialized teachers and continuous professional
development for teachers and school principals.
Recommendation 2 School principals should support other teachers in creating
supportive and accommodative environments.
Recommendation 3 School principals should create active collaboration
between parents, teachers, and the school.

Recommendation: Providing qualified specialized teachers and continuous professional
development for teachers and school principals
One of the key difficulties facing Qatar is the requirement for a highly qualified and well-
informed workforce to meet the demands of a rapidly rising economy. As highlighted in the
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findings, schools need specialized teachers and relevant resources to implement inclusive
education successfully. The participants cited the absence of sufficient teachers with a special
education background as a significant impediment to the smooth implementation of the inclusion
policy. Thus, the MoEHE should hire more specialized teachers to provide the necessary
assistance to their regular counterparts. According to Miller and Verhoeven (2020), while the
government stresses cultivating indigenous talents and skills required to continue working in jobs
abandoned by foreigners after independence, it should also aim to match the skill needs of a
growing economy. As a result, education strategies must focus on building a local workforce
with the required skills and knowledge to fill the gap. The goal can be achieved by promoting
continual education and professional development. Furthermore, education officials should focus
on providing incentives for students to seek employment in industries vital to the country's
economic success. The country can maintain economic competitiveness.
Recommendation: Supporting teachers to create supportive and accommodative
environments
School principals in Qatar should support other teachers in creating supportive and
accommodative environments ideal for children with disabilities. Teachers often feel
comfortable when they get assistance from the institution (Duncan et al., 2021). For example,
when a school principal avails resources, grants the educators enough time for planning, and
allows them to communicate effectively with the parents, the instructors will be motivated to
include all students in learning. In this regard, Tegtmejer (2022) recommends that school
principals should allocate sufficient budget for their respective special education departments to
offer necessary services. Moreover, providing regular training to special education teachers is
valuable in enhancing their competency in caring for children with autism. Lastly, providing
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extra remuneration to educators handling children with special needs will motivate them to
create the most inclusive environment for students with disabilities. School heads in Qatar should
support their staff in creating supportive and accommodative environments.
Recommendation: Active collaboration between parents, teachers, and the school.
Firstly, inclusion schools’ principals should build a collaborative network that facilitates
communication and participation between teachers and families. This can be by establishing
appropriate channels of communication to disseminate information from teachers to families and
vice versa (Aouad & Bento, 2019). Some of the appropriate communication channels include
formal meetings and associations, home and school visits, written documents, informal meetings,
and school events (Aouad & Bento, 2019). Secondly, school principals should streamline their
internal structures and processes to align with a collaborative culture. One way of doing so is
training special needs teachers to work with families by equipping them with the appropriate
skills and information. Another way is to establish a mechanism for responding to families
regularly. School principals should also encourage families to participate in their children’s
development. Thirdly, school principals should develop a friendly collaborative environment.
This approach will ensure that teachers and families are comfortable when collaborating.
Therefore, building a collaborative network, streamlining internal structures and processes, and
developing a friendly collaborative environment are solutions capable of addressing the lack of
communication and participation in the development and improvement of special needs learners.
Limitations
While this study offers in-depth insights into elementary school principals' attitudes
toward inclusion programs for students with disabilities, several disadvantages are noteworthy.
Firstly, the presence of the interviewer might have influenced the participants’ responses.
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Typically known as interviewer error, this limitation is common in face-to-face and telephone
interviews. In face-to-face interviews, interviewers are required to read the questions to the
respondents correctly, probe unclear responses, and record the proceedings appropriately (Davies
et al., 2010; Sun et al., 2022). However, interviewers may deliberately or unintentionally fail to
follow the undergirding survey guidelines. Interviewers could affect the quality of the responses
by altering the questions or failing to ask for more information. In the current study, the
interviewer could have contributed to the low quality of responses by not probing some
insufficiently explained responses. Secondly, the pressure to conform to social norms might have
deterred some respondents from providing accurate information. The individuals who
participated in this project were school principals who had a huge responsibility to ensure the
successful implementation of the inclusion policy. This critical mandate could have influenced
how some principals provided their responses. Notably, some participants may have held back
some crucial information, especially about the challenges they face when implementing the
policy, not to be seen as distrustful or underperforming. For this reason, underreporting critical
information could have dented the credibility of the responses and, ultimately, the quality of the
study. Thirdly, some participants may have exaggerated their responses to satisfy the
interviewer. Thus, the conclusions generated in this research may not accurately reflect the actual
state of affairs regarding the inclusion policy due to the moderating influence of exaggerated
responses.
105

Recommendations for Future Research
Future researchers should consider implementing several recommendations considering
the study’s limitations. This section highlights various issues future researchers should consider
to improve outcome reliability.
1. Adoption of a quantitative approach
Future researchers should consider using a quantitative approach. Notably, adopting a
quantitative research approach would validate the findings reported in this research. Exploring
the research variables quantitatively would allow the recruitment of a larger sample. This
approach would allow the recruitment of larger samples. Relying on large samples drawn from
different geographical jurisdictions or education zones would enable future researchers to
generate generalizable findings.
2. The use of a longitudinal research design
Additionally, future studies in this area should contemplate adopting a longitudinal
research design to track the outcomes over a long period. This approach can enable researchers
to examine how principals’ perceptions toward inclusive education vary over time. Outcomes
derived from longitudinal studies would yield more-informed policy recommendations.
3. Undertaking the same research in a new context
Future research should explore the present study’s variables in a new context or setting to
determine whether it produces similar outcomes. This study focused exclusively on school
principals. Future researchers can explore the inclusion policy by collecting and analyzing data
from other key stakeholders, including teachers, policymakers, and parents to explore the merits
and demerits of including students with intellectual disabilities and autism in mainstream schools
106

from diverse perspectives. Table 5 summarizes the recommendations that future researchers
should consider to improve the reliability of their studies.
Table 5
The Summary of Recommendations for Future Research
Recommendation Limitation to address
Adoption of quantitative approach To validate the findings of the current study
The use of a longitudinal research design To increase the reliability of the outcomes
Undertaking the same research in a new
context
To validate the current study’s findings

Conclusion
This study explored the views of Qatar’s elementary school principals on the inclusion of
students with intellectual disabilities in mainstream schools. Although the study established that
school principals attribute inclusive policy to positive contributions, several drawbacks are
evident. On the positive side, the policy allows students with disabilities to improve their
academic and behavioral outcomes due to increased interaction with their abled peers. Besides,
inclusive education allows mainstream students to understand and appreciate their disabled
counterparts. These benefits notwithstanding, the policy may slow the learning process of
nondisabled students.
Conversely, impaired students may struggle to catch up with their nondisabled peers. The
results also indicated that principals consider specialized staff, placement of severely disabled
children in specialized rooms, and integrating less impaired students in conventional classrooms
critical to implementing the inclusive policy. The study exposed several obstacles to inclusive
107

education, including lack of parental support, staff shortage, and curriculum restrictions. The
participants identified psychologist support, administrative intervention, classroom organization,
improving disabled students’ self-confidence, and increased awareness as critical strategies to
address these restrictions. Moreover, the study found that appropriate teaching aids, teacher
training and workshops, and adequate budget allocations are chief resources for implementing
inclusive education.
108

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126

Appendix A: Interview Protocol
I will start with a small-talk with the candidate to establish a rapport and build a trusting
relationship intended to place the subject at ease. With that introduction, the interview can
formally begin.
I. Introduction
I am ( ). I am currently a doctoral student in ( ). I am conducting a study on Qatari school
principals’ attitudes toward the inclusion program in their schools. Through this study, I would
like to better understand and support elementary school principals in effectively implementing
inclusive practice at their schools.
I want to thank you for taking time out of your schedule to meet with me and agreeing to
participate in my study by answering some questions. This interview will take about 45 minutes
to an hour. As indicated in the Study Information Sheet, today I am only here as a researcher
collecting data for my study and not in any official capacity, and your answers will be strictly
confidential. Your participation is entirely voluntary, and you may skip any questions you do not
want to answer, and you may stop this interview at any time. The data will be kept in a password
protected computer and all data will be destroyed after 5 years.
Before we get started, do you have any questions about the study? In your approval, I will
video record the interview. You can turn the video camera if you wish. This recording to help me
capture all your responses accurately and completely and will not be shared with anyone outside
the scope of this project. Your name will not be disclosed to anyone or anywhere outside the
scope of this study and will be known only to me specifically for this data collection. I will
gladly provide you with a copy of my final product upon request. With that, do you have any
127

questions about the study before we get started? If not, please review and keep the information
sheet. I would like your permission to begin the interview.
II. Setting the Stage
Please tell me briefly about your experience and role as a school principal.
- How long have you been in this leadership role?
- How long have you been a principal at an elementary school in Qatar?
III. Heart of the Interview
RQ1: What are the school principals' attitudes toward implementing inclusive education in
their schools in Qatar?
1. What does “inclusion” mean to you?
2. In your view, how important do you think it is for schools in Qatar to provide inclusive
education (using their definition of inclusion) to students with special needs?
3. Please describe the type of students with special needs that you have at your school.
- How do you respond to the individual needs of each student with special needs?
- Could you briefly describe the most recent case of a student with special needs that you
had to deal with?
RQ2: What challenges and barriers do elementary school principals face in implementing
inclusive education in Qatar?
4. What are some specific challenges you face as an elementary school principal in trying to
provide inclusive education (or policies).
5. How are these challenges shaped/influenced/based by a. Teachers?
b. Parents/families?
c. Students themselves?
128

d. Community?
RQ3: What strategies and practices do elementary school principals use to address the
challenges and barriers to inclusive education in Qatar?
6. What strategies and practices have you used to address these challenges and barriers to
inclusive education that you have identified?
7. Please share examples of practices or strategies you intend to use to support students with
intellectual disabilities and autism at your school.
RQ4: What resources and training do elementary school principals need to implement
inclusive education effectively in Qatar schools?
8. As a school principal, what resources and tools do you use to share inclusive education
knowledge and culture in the school community?
9. What professional development and resources are offered to you and your teachers
implementing inclusive education in your school?
IV. Closing Question:
- Is there anything else you would like to add to our conversation today that was not already
covered?
V. Closing Comments:
Thank you so much for sharing your thoughts with me today! I really appreciate your time and
willingness to share. Everything that you have shared will be so helpful for my study. Can I
contact you, If I find myself with a follow-up question, and if so, is email, ok? Again, thank you
for participating in my study.
VI. Post interview summary and reflection
[ADD shortly after each interview]
129

Appendix B: Theme Coding
Overarching
Theme
Sub-themes Sample of coded text
Benefits of
integration
Increased awareness and
recognition of disabled
children

Equality and social justice

Increased learning
opportunities

Resolves isolation

Negative implications
“It helps nondisabled students accept the
presence of all kinds of people in their
society.” (p1)

“The process of integration is an important
process that achieves comprehensive
education for all students despite their
categories, challenges, or needs. It
guarantees the students their rights in
education and participation in classrooms.”
(p2)
“Certainly, integration schools are a
significant milestone for disabled students
to guarantee their social integration.” (p7)

“I believe it is such a great move by the
Ministry of Education to give those
students a chance to be included and
receive academic support in the same
schools as their nondisabled peers and to
develop their skills.” (p14)

“Integration aims never to isolate students
with special needs in their schools, and to
integrate them in the educational process,
curriculums, and everything related to
schools.”

“Additionally, students with slow learning
or learning delay issues could be
immensely integrated with their
nondisabled peers. On the contrary,
integrating some disabilities such as;
autism and severe mental disabilities will
negatively affect them and their peers.”
Inclusion
strategies
The use of skilled
specialists/support staff

“I have a whole department in the school,
consisting of 5 rooms; each room is
divided into 4 sections with; a speech
therapist, a physical therapist, teachers
certified in special education, teachers
experienced in teaching students with
130

Placement in specialized
rooms

Placement in conventional
classrooms

Developmental workshops
special needs who underwent several
courses and workshops in the field.” P1)
“Hence we all paid special attention to this
case as the school administration and
support team. Fortunately, the support
team in my school is highly efficient.
Furthermore, the school psychologist
supervised the student’s case in person and
had individual sessions with him.” (P2)

“I notice that every student is located in a
different class, and when I asked about the
reason, I was informed that the plans are
designed per the needs of each student in
each subject.” (p3)

Hence, with the help of hearing aid, they
can proceed their education in ordinary
classes with their nondisabled peers” (P9)

The special education department conducts
individual and collective meetings with
instructors and parents, enlightening them
on the recommended ways to handle
special needs learners and resolve specific
challenges through concessions.
Internal and
external barriers
Lack of parental support

Staff shortage

“I get full support from the ministry and
‘Roua’ Center by their urgent intervention
in the severe cases we get. In the recent
two years, all the responses towards the
cases we mentioned to them were quick
and efficient, and the diagnoses are always
similar to our suggestions. The challenge
is for the parents to accept the truth” (P1)
“Regarding the parents, the challenge lies
in the carelessness of some parents about
their children’s academic levels. Whenever
a new student enrolls at our school, we
immediately start contacting the parents,
yet some parents’ lack of communication
forms a challenge” (p9)

“I believe one of the biggest challenges I
tackle is the resignation and retirement of
some teachers at school” (P2)
131

Lack of separate rooms for
disabled students

Curriculum restrictions

Difficulties in handling
disabled children
“As you mentioned, the team is highly
significant in accomplishing integrated
education. Indeed, staff shortage, such as
the absence of a teacher or an assistant,
forms a major challenge and affects the
student’s plan” (P7)

“The challenge here is that disabled
students do not have a separate section;
they are present in nondisabled students'
classes and particularly in lower primary
classes, which are grades one and two”
(P3)

“The regular class duration is 45 minutes,
while the special education classes shall
not exceed 30 minutes. And this is a
challenge. Regarding class duration, we
have strong restrictions from the Ministry.
Thus, special education teachers are
obliged to teach and perform educational
activities within 30 minutes” (p9)

“The students are even more challenging,
especially for the third-level students.
Some of them are extremely difficult to
integrate, particularly the students who
unconsciously make loud noises during
classes; as they affect both the nondisabled
students and the teachers negatively” (P11)

Parental,
Teacher, and
student
interventions

Psychologist support

Administrative intervention

“I always make sure that a psychologist
attends the meeting with me to prepare the
mother and help her accept the situation. I
cannot change the reality, but I can break it
down to the mother in a way that does not
shock her, with the help of the
psychologist” (P1)
“However, with the help of the plan and the
strategies designed by the special education
teacher and coordinator and under the
supervision of the special education
specialist from the Ministry of Education,
thankfully, we were able to achieve the
outcomes” (P2)

132

Classroom organization

Teacher reluctance

Helping disabled students to
improve their confidence

Increasing Awareness
“The administrative deputy and I set up
meetings with parents to explain the
student’s academic level and how the gap
between her and her peers affects her
mental health” (P3)

“Dividing the students in class into small
groups is very helpful, as long as all the
members’ needs and abilities meet; to
create coherence” (P7)

“In other cases, the teachers are not patient
enough with the students. This is a
significant challenge because the disabled
students’ needs are higher than those of
nondisabled students” (P11).
“Regarding the teachers, we divided the
class into a presentation, some flexible
activities, and a non-academic activity”
(P9)
“Dividing the students in class into small
groups is very helpful, as long as all the
members’ needs and abilities meet to
create coherence. Finding disabled
students with the same needs and skills is a
big challenge. Nevertheless, we try our
best to create coherent groups of students”
(P7)

“Regarding the students, we try to enhance
their confidence as much as possible by
constantly honoring them with certificates
and encouraging gifts”(P9). “We make
sure to include our disabled students in all
the activities and the academic
competitions initiated” (P2)

“The thing I love doing the most is raising
awareness about the integration process in
my school and believing in it” (P1)
“There are many sectors in the country that
employ special needs personnel. We try to
explain to the parents that their children
deserve to live their lives fully and claim
all their rights; otherwise, they will blame
133

their parents for depriving them of this
opportunity in the future” (P3)
“One of the strategies we use at school is
the parent’s participation in the
observation classes and the honoring
ceremonies. Fortunately, most of the
parents take part in the events and
activities we do at our school, especially
the parents of disabled students” (P9)
Material and
non-material
resources
Appropriate teaching aid

Additional teacher training

Workshops

Sufficient budget
“We use tools such as tablets and digital
electronic desks for our special needs
department” (P1)
“Well, the laptops I mentioned earlier were
upon our request, yet the ministry provided
them” (P7)
“We communicate through emails,
Microsoft Teams, and the Qatar Education
platform. Those are some of the tools we
utilize” (P9)

“One of my special education teachers
attends a workshop there every Sunday.
And two shadow teachers are undergoing
training with the supervision of the
Ministry of health in both occupational
and speech therapy, to get their
certifications and license from the
ministry” (P1)
“I believe we need special development
for the team working with disabled
students” (P2)
“I am always keen that the entire staff get
the sufficient amount of knowledge they
need regarding disabled students, different
kinds of disabilities, and their levels, to
assist disabled students” (P3)
“Regarding the teachers’ career
development, they undergo training inside
the school by the coordinator and the
special education director” (P9)

“By the beginning of every academic year,
we host workshops for all the parents, not
only the parents of disabled students” (p7)
134

“Our school staff organizes workshops for
special education teachers, and the
opposite” (P9)

“In our school -an integration school-there
is a good budget dedicated from the school
budget for supporting the activities and the
educational tools” (P1)
“The Ministry of Education allocates a
large budget to integration schools” (P2)

Abstract (if available)

Abstract The inclusion of students with intellectual disabilities and autism spectrum disorders into the public school system has emerged as a crucial element of educational changes in Qatar. The present study aimed to investigate the attitudes held by principals of elementary schools in Qatar about the integration of students with intellectual disabilities and autism into mainstream educational settings. Furthermore, the study investigated the difficulties that principals encounter during the implementation of this program, possible remedies, and crucial resources required for its successful execution. The sample consisted of 16 principals who were selected from a pool of elementary public schools that already implement inclusion education. The participants in the study were chosen via purposive random sampling. The data in this study were obtained through the utilization of semi-structured interviews and afterwards subjected to thematic analysis. The results of the study suggest that the implementation of an inclusion strategy facilitates enhanced academic and behavioral outcomes for students with disabilities by promoting greater engagement with their nondisabled classmates. The principals who were interviewed emphasized the importance of specialist staff, the placement of seriously challenged children in specialized rooms, and the integration of less damaged students in ordinary classrooms as crucial factors for effectively implementing the inclusion policy. The research additionally revealed a range of barriers to the implementation of inclusive education, encompassing insufficient parental involvement, staffing deficiencies, and limitations imposed by the curriculum. The essential strategies indicated by the participants include psychological assistance, administrative intervention, classroom structure, enhancing impaired students' self-confidence, and raising awareness. Critical resources for the implementation of inclusive education were found to include relevant instructional aids, comprehensive teacher training and workshops, and sufficient budget allocations.

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Creator Albuenain, Fatima Mohd R. R. (author)

Core Title Qatari elementary school principals' attitudes toward inclusion programs: implementation challenges, solution and resources

School Rossier School of Education

Degree Doctor of Education

Degree Program Global Executive

Degree Conferral Date 2023-08

Publication Date 08/28/2023

Defense Date 08/27/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag autism,elementary school,implementation,inclusion policy,inclusive education,integration,intellectual disabilities,OAI-PMH Harvest,principals,Qatar

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Advisor Chung, Routh (committee chair), Krop, Cathy (committee member), Robison, Mark (committee member)

Creator Email albuenai@usc.edu,albuenain.fatima@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113302367

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Format theses (aat)

Rights Albuenain, Fatima Mohd R. R.

Internet Media Type application/pdf

Type texts

Source 20230830-usctheses-batch-1088 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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