Teachers' perceptions of their experience with inclusive education practices in Saudi Arabia.

The literature on inclusive education suggests a set of practices that teachers need to implement to achieve successful inclusive education. The intent of the current study was to contribute to the development of inclusive education in Saudi Arabia by providing an initial investigation of the extent to which teachers possess knowledge and skills in using these practices. The sample of the study consisted of 125 teachers who were surveyed about their experience in using inclusive teaching practices. The vast majority of the participants indicated they had sufficient experience with inclusive teaching, regardless of the teachers' gender, whether they had special training on inclusive education, teachers' education level, or school level. However, special education teachers reported more experience with inclusive education practices than general education teachers. The results of the study highlight the importance of considering the concept of inclusion in teacher preparation programs and suggest several practical implications and directions for future research.

The Efficacy of Virtual Positive Behavior Support in a Special School for Students with ASD.

In response to the demand for adopting a social justice system to manage students' challenging behaviors, many countries are implementing positive behavior support (PBS) programs at the school level. However, the use of PBS in Saudi Arabian schools is still a goal rather than reality. It is strongly evident that school-wide PBS can be applicable to different educational contexts. Therefore, the purpose of this study was to evaluate the efficacy of a virtual school-wide positive behavior support program for students with autism spectrum disorder (ASD) in Saudi Arabia. Teaching and reinforcement procedures were implemented to help the students replace interfering classroom behaviors with alternative, appropriate behaviors. Observations were conducted to collect data on the students' classroom behaviors. The results of the study showed that there was an immediate and major improvement in the students' behaviors upon the introduction of the program. The results support the conclusion that school-wide positive behavior support can be successfully applied to different educational settings and suggest several implications for special and general education schools.