Leadership and Policy: An Ethnographic Exploration of Inclusive Education for Students with Hearing Loss in a Saudi Primary School

This study examines the implementation of inclusive education for students with hearing loss in a Saudi primary school. It focuses on leadership practices and the impact of educational policies. Using a qualitative ethnographic approach, data were collected through interviews, observations, and document analysis. A conceptual framework combining Hitt and Tucker’s leadership domains, UNESCO’s inclusive education principles, and Saudi leadership standards highlighted gaps such as unclear guidelines, insufficient training, and a lack of formal leadership roles. Despite these challenges, a positive school climate and teacher dedication to inclusion were observed. The study provides insights to support equitable education aligned with Vision 2030.