A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia.
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| Title: | A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia. |
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| Authors: | Abu‐Alghayth, Khalid M., Catania, Nicholas, Semon, Sarah, Lane, Danielle, Cranston‐Gingras, Ann |
| Source: | British Journal of Learning Disabilities. Jun2022, Vol. 50 Issue 2, p178-187. 10p. 1 Diagram, 1 Chart. |
| Subjects: | Special education, Policy science research, Mainstreaming in special education, Government policy, People with intellectual disabilities, Information needs, Need (Psychology) |
| Geographic Terms: | Saudi Arabia |
| Abstract: | Background: The demand for educational and social inclusion of children with intellectual disabilities continues to grow throughout the world. Factors contributing to the increasing demand include family advocacy efforts, shifting views about the nature of disability, and increased international recognition of the rights of children with disabilities. In the 1970s, Saudi Arabia began investing in educational services and supports for students with disabilities in both segregated and mainstream education settings. Methods: Policies for children with intellectual disabilities were identified and analysed using the disability policy analysis model recommended by Turnbull & Stowe (2014). Then in two subsequent rounds of analysis, two other researchers reviewed, confirmed, and verified the conclusions. Findings: Saudi Arabia's recent policy provisions for children with disabilities have included an emphasis on inclusion in general education schools. However, as with many countries, these policies have not yet been systematically implemented. Many students with more complex learning and behavioural needs continue to be excluded from general education classrooms. Conclusion: Recommendations to support the implementation of inclusive educational services for students with intellectual disabilities in Saudi Arabia are provided. Accessible summary: This paper is about the history of access to educational services for individuals with intellectual disabilities in Saudi Arabia.We consider the history of special education, describe the evolution of services, and analyse legislation related to the inclusion of children with intellectual disabilities.Finally, we make recommendations to inform policy, such as those proposed in Saudi Vision 2030. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Learning Disabilities is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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