This study is located in the Gulf state of Oman, where there has been rapid change in educational policy and practice over a relatively short period. The study focuses on special educational needs (SEN) in Oman, how these are currently constructed and how reflected, or not, in teacher training provision. The study provides an overview of current SEN provision as well as "need" in Oman. It explores some of the current dominant discoursesin the area,w ith a focus on the tensionsb etweenp owerful medicalizedm odels of SEN as well as calls for inclusion and the recognition of human rights in education. Drawing on a broadly ethnographic approach, this research is a mixed methods analysis of the ways in which SENsa re theoretically understooda nd constructedb y key policymakers and teacher education practitioners. Three sets of data were collected and analysed: interviews with educational professionals; interviews with senior teacher trainers, and indicative case studies of provision in the three Omani special schools. The thesis focuses on a critical exploration of the dominant ways SEN provision are constructeda nd deployed.T hesed iscursivep erspectivesa re then relatedt o aspectso f policy and practice.

This study is located in the Gulf state of Oman, where there has been rapid change in educational policy and practice over a relatively short period. The study focuses on special educational needs (SEN) in Oman, how these are currently constructed and how reflected, or not, in teacher training pr...