It is true much research is done in western countries. However, on what kind of leadership? In US you just need to pass a Leadership test in any state or national test like Praxis to become a leader or they undergo a leadership training which eliminates the requirement of passing test. However, most of the schools prefer teachers to become administrators those who are citizens, and second preference is given to the teachers who have permanent residence/Green card.

The word "Leadership" is only used in , North and South American Countries. In some Asian countries it is just started using in the political contest. Whereas in the Asian Schools most of the teachers and general population use the term Headmaster/Principal/Administrator. I am assuming that most of the teachers in Middle East are hired form India and other Asian countries.

providing accommodations is not a part of leadership. Leader monitors weather particular student has appropriate accommodations or not. However, each school must have chairperson/head teacher/lead teacher to monitor a group of special teachers and who is also a special teacher but with additional qualification in administration/leadership.

What kind of results the author wants to generalize?

Author would(must) have discussed/described that what kind of administrative/leadership jobs are available and under whom special teachers work in each school in Middle East(or just in the country where he/she was conducted the interviews with 13 teachers). Apart from that, the author must compare the system with Western countries/US/Canada. Since researching country is in Asia, author also might have considered to look into the models available in Asian Countries such as China, Japan(I did not mentioned India because India not yet started inclusive education, but India is the largest producer of the special teachers compared with other Asian Countries).

As Middle East Countries don’t have appropriate system(as author mentioned) in the same way western countries approaching a different educational system which is also similar to Middle East Countries. IN that, any teacher can get MEd directly or PhD/EDd in education after their bachelor’s degree in Education. Whereas Asian countries like India they must have Masters in their majors which they did in their under graduation. Apart from that, US and Canada still following old British system of 12th class/standard and the same teachers teach all the students form 9th grade to 12th grade with same qualification. Whereas in most of the Asian countries 11th and 12th standard is separated from high school and the teachers who have masters in the particular content(science, math) are only eligible to teach them in edition to their educational degree(such as BEd/MEd).

Not required to use Furthermore, moreover at all the times because the content is not discussed widely or in different angles.

Since the special teacher is in the regular classroom, he/she must collaborate with regular teachers. However, it is regular teacher's duty to know what strategies must be used. Apart from that, you must not use different strategies or content to teach the exceptional in that classroom. Exceptional students must get same content with the same strategies which the regular teacher using for the regular students. However, you both collaborate to "differentiate at each student's present level according to their exceptionality".

Does Middle East countries have an Instructional Technologists(as I know most of the Asian and European Countries don’t have)? Even though administrator is entitled to help the teachers or model them in using appropriate strategies or integrating technologies, if the school is big, they must have an instructional technologist to do that job.

Author has Methodology Literature review, but he/she did not mentioned about his/her method and tentative hypothesis/question/answer/prediction?
Apart from that, he/she has interview questioner, and it is not considered part of the research hypothesis. Because questioner is just a tool to test the hypothesis. Therefore, author must describe her/his hypothesis.

There must be proper total number of interviewers while addressing them. Must not use the term in addition at all the time. You only can use that term when they are not special teachers. Such as, when you also interviewed some administrators in addition to special teachers. Is the teacher who have bachelor is related to content or a special education bachelor’s degree in addition to their content bachelors?

If the teachers are form India or form Asian countries their education includes leadership content as well, but it is not called there as leadership. Apart from that, leadership is not a content. However, unfortunately in western countries it is somehow considered as content, but it is an additional qualification who has intention to become an administrator in future.