Disability is an integral part of our lives. At some stage in life most people will be disabled either temporarily or permanently, with the elderly being more likely to face difficulties in functioning (World Health Organization, 2008). According to the World Health Survey (2010), approximately 785 million (15.6%) people in the world live with a disability, with the percentage of the population affected increasing with age; 3.4% of children aged from birth to four years and 8.8% of children aged from five to fourteen years have disabilities (World Health Organization, 2008). In 2009, the National Centre for Education Statistics indicated that more than 6.5 million children with disabilities in the Unites States received special education services in preschool under the Individuals with Disabilities Education Act (Snyder, 2012).
Table of Contents
CHAPTER ONE: INTRODUCTION
1.1 Introduction
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Research Questions
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Overview of Education System in Saudi Arabia
2.2 Special Education
2.3 Policies and Legislations on Disability in Saudi Arabia
2.4 Non-Governmental Organizations Sectors (NGOs) in Saudi Arabia
2.5 Intellectual Disability
2.6 Early Childhood Intervention (ECI)
2.7 Steps and Models of Early Childhood Intervention in Saudi Arabia
2.8 Early Intervention Professionals Perceptions (EIPs)
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Design of the Study
3.2 Philosophical Assumptions of the Study
3.3 The Role of Theory
3.4 Participants and Procedure
3.5 Data Collection
3.6 Data Analysis
3.7 Ethical Issues
Research Objectives and Themes
This study aims to investigate the perceptions, needs, and attitudes of Early Intervention Professionals (EIPs) working with young children diagnosed with Mild Intellectual Disabilities (MID) in Saudi Arabia, with the goal of identifying barriers to effective service provision and necessary professional development.
- Professional experiences and attitudes of EIPs regarding MID services.
- Identification of required educational competencies and skills for EIPs.
- Challenges and barriers faced when implementing inclusive education.
- Developmental models and intervention strategies within the Saudi context.
- The impact of training and professional development on service quality.
Excerpt from the Book
1.1 Introduction
Disability is an integral part of our lives. At some stage in life most people will be disabled either temporarily or permanently, with the elderly being more likely to face difficulties in functioning (World Health Organization, 2008). According to the World Health Survey (2010), approximately 785 million (15.6%) people in the world live with a disability, with the percentage of the population affected increasing with age; 3.4% of children aged from birth to four years and 8.8% of children aged from five to fourteen years have disabilities (World Health Organization, 2008). In 2009, the National Centre for Education Statistics indicated that more than 6.5 million children with disabilities in the Unites States received special education services in preschool under the Individuals with Disabilities Education Act (Snyder, 2012).
According to The Directorate General of Special Education in Saudi Arabia, the number of programmes for children with intellectual disabilities increased from 656 in 2006 to 718 in 2007, indicating more than a 9% growth in programmes in one year (Alnahdi, 2012). This extra provision is catering for the rising number of young children with disabilities in preschool (World Health Organization, 2008). Early Childhood Intervention (ECI) programmes play a paramount role in alleviating the effect of children’s impairments and providing support for children with disabilities (Almalki, 2013). ECI is a collection of developmental services that are tailored to fit the developmental needs of vulnerable children with disabilities (Goddard, Davidson, Daly and Mackey, 2008). Children are assessed according to cognitive, health and social dimensions to identify developmental delays and disabilities in order that appropriate support can be offered. These services are provided for
Summary of Chapters
CHAPTER ONE: INTRODUCTION: This chapter introduces the global and local context of disabilities, specifically focusing on Mild Intellectual Disabilities (MID) in Saudi Arabia and the critical role of Early Childhood Intervention (ECI).
CHAPTER TWO: REVIEW OF RELATED LITERATURE: This chapter provides a comprehensive review of the Saudi education system, disability policies, the definition of intellectual disabilities, and the existing research on ECI models and professional perceptions.
CHAPTER THREE: RESEARCH METHODOLOGY: This chapter outlines the qualitative research design, including ethnographic observations and interviews, used to explore the perspectives and professional needs of EIPs in their natural working environment.
Keywords
Mild Intellectual Disabilities, Early Childhood Intervention, Saudi Arabia, Special Education, Professional Development, Inclusive Education, Early Intervention Professionals, Teacher Training, Qualitative Research, Ethnography, Individualized Education Plan, Disability Legislation, Educational Competencies, Developmental Delay, Educational Settings
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on the perceptions, experiences, and professional needs of Early Intervention Professionals (EIPs) who provide services to children with Mild Intellectual Disabilities (MID) in Saudi Arabian preschools.
What are the core themes explored in this study?
The core themes include the effectiveness of current intervention models, the professional competencies required by educators, the impact of training on service delivery, and the barriers encountered in inclusive and specialized education settings.
What is the overarching goal of the study?
The goal is to provide a deep understanding of the challenges faced by EIPs and to identify necessary improvements in training and service provision to better support children with MID.
What methodology does the author utilize?
The author employs a qualitative research approach, specifically utilizing an ethnographic design that involves both participant observation and semi-structured interviews with EIPs.
What topics are covered in the literature review?
The literature review covers the Saudi Arabian education system, specific policies regarding disability, definitions of intellectual disability, various ECI models, and previous studies on teacher training and professional perceptions.
Which keywords best characterize this work?
The work is characterized by terms such as Mild Intellectual Disabilities, Early Childhood Intervention, Saudi Arabia, Inclusive Education, and Professional Development.
How is "Mild Intellectual Disability" defined in this study?
The study references definitions that describe MID through IQ scores (typically between 55-70) and significant deficits in adaptive behavior that affect a child's educational performance and daily life.
Why is the ethnographic approach considered appropriate here?
Ethnography is chosen to allow for the full immersion of the researcher in the natural settings of the participants, enabling a deeper understanding of their daily realities, barriers, and professional perspectives.
What are the main categories of Early Childhood Intervention models discussed?
The study discusses four main models: Home-based programs, Center-based programs, Combined Home and Center programs, and Hospital-based services.
How does the author address ethical considerations?
The author ensures participant comfort through informed consent, maintaining anonymity via pseudonyms, protecting data privacy with password-protected storage, and confirming that the study received official ethical approval.
- Quote paper
- Faris Algahtani (Author), 2020, Lives of Children with Mild Intellectual Disabilities, Munich, GRIN Verlag, https://www.grin.com/document/540500
