Teacher Voices on Individualised Education Plans: Training, Policy, and Practice in Saudi Arabia

This qualitative study investigates the perspectives of pre-service and in-service special education teachers in Riyadh, Saudi Arabia, regarding the implementation, policy context, and training dimensions of Individualised Education Plans (IEPs). Eight special education teachers, four pre-service and four in-service, were recruited through purposive sampling from several schools and one university in Riyadh. Data were collected through semi-structured interviews and analysed using a six-phase thematic analysis. Three interrelated themes emerged: teachers’ experiences and attitudes towards IEPs, perceptions of the legal status of IEPs, and professional preparation and institutional support. Participants generally viewed IEPs as valuable tools for supporting students with special educational needs; however, their implementation in schools was described as uneven and often dependent on individual initiative or external supervision. Teachers also reported uncertainty regarding the policy guidance and legal accountability associated with IEPs in the Saudi education system. In addition, participants described university and Ministry of Education training as largely theoretical, with peer mentoring identified as the most practical source of support. These findings highlight the need for clearer policy guidance, practice-oriented teacher preparation programmes, and stronger collaborative structures to support more consistent implementation of IEPs in Saudi schools.