Abstract
The study aimed to assess the quality of training programs for teachers of students with disabilities in light of recent trends in the Kingdom of Saudi Arabia. The descriptive-inferential approach was used in this study, which was applied to male and female teachers who attended an initiative of training teachers of students with disabilities. The initiative was launched by the Ministry of Education in the summers of 2019/2020. The sample of the study consisted of (272) teachers who were chosen by the stratified random sampling method from three cities (Jeddah, Makkah, and Taif). To achieve the objective of the study, a questionnaire was used to collect data after checking the issues of validity and reliability indications. The results of the study revealed that the overall degree of the assessment of the quality of training programs for teachers of students with disabilities in light of recent trends from the point of view of the study sample was medium. Also, there were statistically significant differences in the assessment degree of the quality of training programs for teachers of students with disabilities in light of recent trends due to academic qualification in favor of postgraduate studies, and years of experience for those with more than 10 years of experience. However, no statistically significant differences were shown due to gender. In light of these results, the study presented some recommendations. There were weaknesses in the training programs in terms of training teachers on their various roles and responsibilities, standards for the effective use of educational skills, and the development of values and ideas. Also, these training programs did not take into account the development of the values associated with technology and its relationship to teachers. In light of the results, the study recommended that the Ministry of Education should pay attention to the adoption of a strategic plan to improve the quality of training programs for the teachers of students with disabilities by relying on modern models and trends in teacher training. I addition, there is a need to conduct a diagnostic study of the most important challenges and obstacles and proposed solutions to the quality of training programs for the teachers of students with disabilities.