This study compared two samples of pre‐service teachers from Saudi Arabia (n = 306) and Finland (n = 186) regarding their attitudes towards inclusive education. The Teachers' Attitudes towards Inclusive Education Scale (TAIS) was used to measure the participants’ attitudes. The results were analysed using five different statistical analysis. Differences in pre‐service teachers’ attitudes were found between samples. The mean for the Finnish sample on the TAIS was near the neutral midpoint, while that for the Saudi sample was below the midpoint. The attitudes towards inclusion as a value were similar between the Saudi and Finnish samples. Significant differences were found by gender and educational background for the Saudi sample but not for the Finnish sample. In conclusion, several differences were found between the attitudes of the Saudi and Finnish pre‐service teachers towards inclusive education. These cross‐national differences present challenges to the development of culturally neutral instruments to measure attitudes towards inclusion.

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The main goal of this article is to discuss the possibility of adapting the suggestions by Hargreaves and Shirley (2009) in their book "The Fourth Way." This paper will discuss the topic of educational change and reform through three main points. First, it will review the most important advantages and disadvantages that characterize the three periods of change, as presented by Hargreaves and Shirley (2009). Second, it will extract the main principles proposed by Hargreaves and Shirley (2009) as the fourth way (the principles of how education should be changed in the future) and discuss whether or not officials in Saudi Arabia will be able to apply it. Third, it will review the movement of change and reform that has taken place in the Ministry of Education of Saudi Arabia (MESA) in order to reform education.

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Single-subject designs provide the special education field with an alternative to group designs. The purpose of this paper is to introduce the topic of single-subject designs by providing an overview of the relevant literature and a discussion of the major issues and applications of these designs in the field of special education. This paper is divided into four main sections: (1) characteristics of singlesubject designs; (2) types of single-subject designs;(3) advantages of single-subject designs; and (4) issues and concerns regarding single-subject designs. It was concluded that a minimum of three measurements in each phase is typically required until there is a clear pattern. Flexibility and costeffectiveness are among the main advantages of these designs. External validity and generalisability are the main concerns. However, meta-analytic studies can enhance the generalisability of singlesubject designs findings within similar context. Conclusions and recommendations to improve these designs are discussed.ª 2013 NASEN