Teachers’ Professional Development for Supporting Students with Autism Spectrum Disorder (ASD) in Inclusive Education in Oman: A Narrative Review and Policy Analysis

Abstract

This narrative review and policy analysis examines teacher professional development for supporting students with autism spectrum disorder (ASD) in inclusive education in Oman. Drawing on peer-reviewed scholarship, foundational policy texts, and selected official Ministry of Education sources, the article analyses how autism, inclusive education, and teacher preparedness are framed in the literature; how Oman’s school and disability-support systems shape professional learning needs; and how current professional development structures appear to support teachers in practice. The analysis suggests that Oman has developed an important institutional basis for teacher learning, particularly through the Specialized Institute for Professional Training of Teachers and related Ministry of Education structures. At the same time, the literature points to continuing gaps in pre-service preparation, sustained autism-specific training, practice-based coaching, evaluation of training impact, and cross-sector collaboration. The article argues that a stronger national approach to autism-focused teacher development in Oman should be continuous, competency-based, and closely connected to classroom practice, inclusive school reform, and collaboration with families and specialists. Implications are discussed for policy, professional learning design, and future research.