Journal of Positive School Psychology http://journalppw.com 2022, Vol. 6, No. 11, 1436-1447 Multidisciplinary Team Approach In Special Education Settings In Saudi Arabia: Perceptions And Issues Nizar H. Bagadood 1 and Budor H. Saigh 2 1 Department of Special Education, College of Education, Umm Al-Qura University, Makkah, Saudi Arabia 2 Department of Special Education, College of Education, Umm Al-Qura University, Makkah, Saudi Arabia Corresponding Author: Budor H. Saigh Abstract Although there exists a substantial volume of international research which places particular importance on the concept of a multidisciplinary team approach, collaboration within these teams has been patchy. Unfortunately, many special education teachers still struggle in the classroom due to the lack of understanding this approach and a lack of institutional support.. In Saudi Arabia there has been acknowledgement of the need to include the multidisciplinary team approach in special education settings, however, implementation has been sparse. Towards understanding poor implementation and use of this approach in Saudi Arabia this paper investigates the issues and understanding of a multidisciplinary team approach, including perceived benefits in a special education setting in Saudi Arabia in both public and private settings. . A qualitative case study was conducted via semi-structured interviews with key respondents in public and private education setting in Saudi Arabia. The findings underscored that there is a significant level of understanding of the benefits and the need for institutions to support a multidisciplinary team approach. Accordingly, there are a number of significant implications for the future implementation and practice of multidisciplinary collaboration in the context of Saudi special education settings. Keywords: special education, Collaboration, Multidisciplinary Teams, Saudi Arabia, Students with Disabilities 1. Introduction Multidisciplinary teamwork is internationally recognized as essential for attaining positive learning outcomes in special education settings [1]. Teachers and other professionals within these institutions work together to create a more predictable learning environment and to take specific responsibilities for planning, teaching, and assessment. Such interactive experience is based on mastery of the knowledge behind one's professional practice, and the ability to recognize and respond to content provided by others in their locally distributed knowledge system [2]. In addition, multidisciplinary staff are deployed to support learning and provide their respective services within special education settings. Furthermore, countries are currently debating whether such programs should be part of regular school support systems, so as to provide targeted support to students in need [3]. The concept of special education for people with intellectual disabilities is an under- researched area in Saudi Arabia and there is a notable lack of research studies in the field of special education in both the English or Arabic language. Additionally, access to some of the earlier work in Saudi Arabia is severely restricted. Thus, this study draws on international literature and aims to incorporate relatively recent international sources to provide a current perspective. An initial search