One of the serious goals of the ministry of Education of the Kingdom of Saudi Arabia is to have an all-inclusive system that takes care of the needs of disabled children. The reason behind this is that the disability is one of the most-potent educational marginalization factors yet can come out as the least evident to the view of the stakeholders. It is tricky to handle because the stigmatization effect tends to lower the self-esteem of the disabled children. Disability does not only relate to impairment physically but also encompasses shortage of capability mentally; cognitive, emotional and psychologically such that society finds it hard to incorporate such individuals in the normal operation routines.
Table of Contents
1. Theoretical Framework
1.1 Introduction
1.2 Disability
1.3 Disability Among the Families
1.4 Early Intervention
1.5 Parents Experience and Early Intervention Process
1.6 How Early Intervention Addresses Individuals and their Environment
1.7 Early Education Addressing Learning Disability
1.8 Education Programs for Children with Disabilities
1.9 Overview of Saudi Arabia
1.9.1 Geography and Population
1.9.2 Education System in Saudi Arabia
1.10 Disability in Kingdom of Saudi Arabia
1.11 Brief History: Overview of Saudi Welfare about Disability
1.12 Overview of Non-Governmental Organization Sectors and Services
1.13 Policy Issues on Disability in Saudi Arabia
1.14 Early Intervention in Saudi Arabia
1.15 Purpose of the Study
1.16 Research Questions
2. Methodology
2.1 Introduction
2.2 Research Strategy
2.3 Realist Ethnography
2.4 Critical Ethnography
2.5 Participative Ethnography
2.6 Research Approach
2.6.1 Qualitative Research Approach
2.7 Research Design
2.7.1 Inductive and Deductive
2.8 Types of Sampling
2.9 Participants and Procedure
2.10 Data Collection
2.11 Types of Date Collection
2.12 Interview Data Collection
2.13 Types of Interviews
2.13.1 Semi-Structured Interviews
2.13.2 Face-to-Face Interviews
2.14 Data Analysis
2.15 Limitation of the Study
2.16 Ethical Issues
2.17 Time Table
Objectives and Research Themes
This study aims to examine the perceptions and attitudes of parents and educators regarding early intervention services for children with intellectual disabilities in Saudi Arabia. By exploring these experiences, the research seeks to identify needs, uncover barriers, and establish best practices to enhance the effectiveness of support systems and educational inclusion.
- Experiences of parents and professionals with early intervention services.
- Understanding of disability, special educational needs, and enabling interventions.
- Evaluation of effective educational methods and programs for intellectual disabilities.
- Challenges and barriers in meeting the educational needs of children with disabilities.
- Strategic recommendations for improving inclusive education and support services.
Excerpt from the Book
1.1 Introduction
One of the serious goals of the ministry of Education of the Kingdom of Saudi Arabia is to have an all-inclusive system that takes care of the needs of disabled children. The reason behind this is that the disability is one of the most-potent educational marginalization factors yet can come out as the least evident to the view of the stakeholders. It is tricky to handle because the stigmatization effect tends to lower the self-esteem of the disabled children. Disability does not only relate to impairment physically but also encompasses shortage of capability mentally; cognitive, emotional and psychologically such that society finds it hard to incorporate such individuals in the normal operation routines.
Disability may be an illness or injury that leads a person to lose his mental or physical abilities to do things in the usual way (Johnson 2004). This disability may include effects on a person’s body parts or his capability to take part in different areas of life. They may include limitation of various activities as well as the restriction to participation. With this damage, the person may be unable effectively and efficiently to perform certain activities. It is thus used to denote the significant impairment in comparison with the general standards relatively used for individuals or groups (Johnson 2004). There are different categories of children with disabilities within the classroom setup and school environment. While some of these are physical such as hearing and visual impairment, the others are psychological and include those with intellectual disabilities like communication and reading difficulties as well as the gifted and talented.
Summary of Chapters
1. Theoretical Framework: Provides a foundational overview of disability, early intervention services, and the specific educational and social context within the Kingdom of Saudi Arabia.
2. Methodology: Details the qualitative research strategy, focusing on participative ethnography, sampling procedures, and the ethical considerations involved in interviewing parents and professionals.
Keywords
Early intervention, Intellectual disability, Saudi Arabia, Parents, Teachers, Inclusive education, Special education, Qualitative research, Participative ethnography, Educational programs, Cognitive impairment, Socialization, Support systems, Barriers, Policy
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the perceptions and lived experiences of parents and teachers regarding early intervention services for children with intellectual disabilities within the Saudi Arabian context.
What are the main thematic areas covered?
The study covers the identification of disability, the effectiveness of various early intervention programs, the role of government and non-governmental organizations, and the specific challenges faced by families.
What is the central research question?
The study aims to unravel how parents and educators understand disability and early intervention, and what barriers they encounter in meeting the specific educational needs of these children.
Which scientific method is applied?
The study employs a qualitative approach, specifically utilizing participative ethnography to explore the perspectives of research subjects in their natural settings.
What does the main body address?
The main body investigates the theoretical understanding of disability, the history of welfare and education in Saudi Arabia, and details the methodological framework used to collect data through interviews.
Which keywords characterize this work?
Key terms include Early intervention, Intellectual disability, Saudi Arabia, Inclusive education, and Qualitative research, among others.
How does the cultural context of Saudi Arabia influence the study?
The study accounts for local cultural nuances, particularly regarding family dynamics and the sensitivity of discussing disability, which necessitates a careful, ethnographic approach to data collection.
Why is the choice of participative ethnography significant?
Participative ethnography is chosen because it allows the researcher to build rapport with fathers and professionals, enabling the collection of rich, meaningful data that might otherwise be withheld due to cultural sensitivities.
- Arbeit zitieren
- Faris Algahtani (Autor:in), 2020, Parents’ and Teachers’ Perceptions of Early Intervention Services for Children with Intellectual Disability in Saudi Arabia, München, GRIN Verlag, https://www.grin.com/document/518390
