Abstract
Introduction: This interpretive qualitative study explored professional development needs and practices for supporting and promoting the development of special education teachers in Saudi Arabia. There is an increasing demand for highly effective special education teachers in Saudi Arabia.
Method: Nine teachers were interviewed. The study used the interpretive approach. Semi-structured interviews were carried out. Thematic analysis was used in data analysis. Despite positive experiences regarding the supportive environment.
Findings: The majority of the participants expressed their frustration with workloads especially including administrative tasks. They clearly articulated their needs for professional development in areas specific to special education, notably more effective management of the whole process involving Individualized Educational Plans. In particular, they sought ways of improving the instruction and student attainment based on classroom situations.
Discussion: They wished to have access to mentoring and online resources so that their needs were met. This would require a sufficient number of experienced and knowledgeable teachers to act as mentors, a need which could potentially be met through access to one or more digital platforms.