| Abstract: | Inclusive education (IE) and the special education services related to it are relatively new in Oman. Efforts to manage special/inclusive education face many challenges due to a number of culturally rooted factors. Further, empirical research on IE in Oman is scarce and there is a need to advance IE discourse based on empirically validated perspectives. This article examines how IE is managed in schools from the perspective of school leaders in order to develop a framework for action. The author conducted a preliminary qualitative inquiry into how IE is understood and managed in Key stage 1 schools in Oman. The inquiry was based on a focus group interview with a cohort of 25 school leaders who were completing a two year bachelor in educational administration, an endorsement‐like programme at Sultan Qaboos University. Findings showed a number of challenges and tensions between theory and practice, highlighted by school leaders. These challenges and tensions were analysed in order to map out strengths and difficulties. A three level prism shaped framework for action was developed based on the analysis. The framework for action could potentially serve to guide policy‐ and decision‐makers, researchers, practitioners, and is advocated to develop a model of best practice for the successful implementation and management of IE in Oman. |
