School–Community Partnership as an Approach to Enhancing Learning Outcomes for Students with Disabilities in Inclusive Schools in the Sultanate of Oman*

Abstract

Objectives: This study aimed to examine how school principals, teachers, and parents of students with disabilities in inclusive schools in the Sultanate of Oman perceive the school-community partnership within the context of inclusive education. It also investigated the challenges that hinder this partnership and identified the requirements necessary for enhancing learning outcomes for students with disabilities.

Methodology: The study followed a qualitative research design aligned with its objectives. Data were collected through focus group interviews with key stakeholders involved in inclusive education.

Results: The findings revealed that the school–community partnership in inclusive settings remains below the desired level due to insufficient organization and a lack of strategic planning. Key challenges identified included inadequate diagnosis of disabilities and the absence of legal frameworks regulating inclusive education. The study also outlined practical requirements such as establishing a structured partnership framework and developing specialized training programs for inclusive education teachers, in collaboration with the Ministry of Education and the private sector.

Conclusion: Based on the findings, the study recommends enhancing the organizational and legislative infrastructure that supports school–community partnerships in inclusive education and prioritizing the professional development of inclusive education teachers to ensure inclusive, effective, and equitable learning outcomes.