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Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia.

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Title: Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia.
Authors: Alqunaysi, Rayan (AUTHOR), Meadan, Hedda (AUTHOR)
Source: Journal of Autism & Developmental Disorders. Mar2026, Vol. 56 Issue 3, p1211-1226. 16p.
Subjects: Communicative competence, Patients' families, Psychology of teachers, Qualitative research, Medical personnel, Interprofessional relations, Professional practice, Autism, Evaluation of human services programs, Interviewing, Thematic analysis, Sound recordings, College teacher attitudes, Research, Research methodology, Videoconferencing, Asperger's syndrome, Special education, Evidence-based medicine, Educational attainment, Video recording
Geographic Terms: Saudi Arabia
Abstract: The experiences of special education teachers in Saudi Arabia are quite different from the experiences of their counterparts from other countries as they work in a unique culture and educational system. The educational system in Saudi Arabia is gender segregated, and the Saudi Arabian Ministry of Education (MoE) provides an equal budget, salaries, and subsidies and implements the same policies and uses the same curriculum regardless of the location, size of the city, or the number of students. This country's unique characteristics may influence special education teachers' experiences, which raises the need to investigate and understand the experiences of Saudi special education teachers. We sought to understand the experiences of special education teachers in Saudi Arabia, focusing on teaching communication skills to autistic students. We conducted semi-structured interviews with 13 Saudi special education teachers to gain deeper insights into the experiences of these teachers within the Saudi context. The themes that emerged from the interviews revolved around evaluating and teaching communication skills, the role of the Saudi MoE, and the perceived challenges and needs related to teaching communication skills. Building on our findings, we propose a set of recommendations for special education teachers and the Saudi MoE. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature 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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  Data: Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia.
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  Data: <searchLink fieldCode="AR" term="%22Alqunaysi%2C+Rayan%22">Alqunaysi, Rayan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Meadan%2C+Hedda%22">Meadan, Hedda</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Mar2026, Vol. 56 Issue 3, p1211-1226. 16p.
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The experiences of special education teachers in Saudi Arabia are quite different from the experiences of their counterparts from other countries as they work in a unique culture and educational system. The educational system in Saudi Arabia is gender segregated, and the Saudi Arabian Ministry of Education (MoE) provides an equal budget, salaries, and subsidies and implements the same policies and uses the same curriculum regardless of the location, size of the city, or the number of students. This country's unique characteristics may influence special education teachers' experiences, which raises the need to investigate and understand the experiences of Saudi special education teachers. We sought to understand the experiences of special education teachers in Saudi Arabia, focusing on teaching communication skills to autistic students. We conducted semi-structured interviews with 13 Saudi special education teachers to gain deeper insights into the experiences of these teachers within the Saudi context. The themes that emerged from the interviews revolved around evaluating and teaching communication skills, the role of the Saudi MoE, and the perceived challenges and needs related to teaching communication skills. Building on our findings, we propose a set of recommendations for special education teachers and the Saudi MoE. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191886357
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1007/s10803-024-06611-z
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 1211
    Subjects:
      – SubjectFull: Communicative competence
        Type: general
      – SubjectFull: Patients' families
        Type: general
      – SubjectFull: Psychology of teachers
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Medical personnel
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Professional practice
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Evaluation of human services programs
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Sound recordings
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Videoconferencing
        Type: general
      – SubjectFull: Asperger's syndrome
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      – SubjectFull: Special education
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
      – SubjectFull: Educational attainment
        Type: general
      – SubjectFull: Video recording
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia.
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            NameFull: Alqunaysi, Rayan
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            NameFull: Meadan, Hedda
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            – D: 01
              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
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            – TitleFull: Journal of Autism & Developmental Disorders
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