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This chapter discusses how assistive technology (AT) has been used in Saudi inclusive schools. It also synthesises issues and challenges that play significant roles in using AT with students with disabilities in inclusive education. These topics include Kingdom of Saudi Arabia regulation and legislation for AT, teachers' attitudes and knowledge of AT, professional development, AT specialists to support AT use in inclusive education and integrating AT in students' Individual Education Plans. Moreover, the chapter explains how the education section in the Saudi Vision 2030 focusses and discusses the enhancement of AT use among students with disabilities in the inclusive education.

This chapter aims to shed light on some aspects of instructional collaboration with the purpose of providing further understanding of how teachers collaborate and what hinders their collaboration in Saudi inclusive and mainstream schools. Instructional collaboration among teachers in Saudi educational settings has not been thoroughly reviewed, nor has it been adequately considered as an essential component in assuring the implementation of inclusive education. The voice of two special education teachers and two college professors are presented and discussed in order to explain and clarify aspects of instructional collaboration. The last part of the chapter delineates proposed changes that may motivate teachers and aid them in developing a clear understanding of how to practice instructional collaboration in inclusive and mainstream settings, namely, provision of professional development for special and general education teachers, endorsement of legislation and regulations to promote instructional collaboration, and development of teacher education programs.