This dissertation study investigated the implementation and perception of special education at international schools in Cairo, Egypt. Of particular interest was the implementation and perception of national government disability policy and the special education policies of the individual international schools in this study. Additionally, this research examined school faculty's perceptions of special education students and their school's ability to meet these students' educational needs. An expanded mixed method sequential explanatory design was employed. Participants completed an electronic survey and a nested sample of respondents participated in semi-structured interviews. Surveys were transcribed then coded. This expanded design included a priori coding followed by emergent coding. Results indicate that school faculty's previous experiences influence their perception of special education in general, and their school's policies and students in particular. While international schools are permitted to have their own policies, existing Egyptian national policies are seen as barriers to the effective implementation of inclusive education policies. This research found that local context eclipsed international influences. As Egyptian policy evolves, international schools in Egypt would benefit from policy implementation guidelines that support effective inclusion practices. This study adds to the now growing research base on disability and special education in Egypt and the Middle East and Northern Africa (MENA). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]