A Brief History of Special Education Policy on the Inclusion of Students with Intellectual Disabilities in Saudi Arabia

Autor/inn/en	Abu-Alghayth, Khalid M.; Catania, Nicholas; Semon, Sarah; Lane, Danielle; Cranston-Gingras, Ann
Titel	A Brief History of Special Education Policy on the Inclusion of Students with Intellectual Disabilities in Saudi Arabia
Quelle	In: British Journal of Learning Disabilities, 50 (2022) 2, S.178-187 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abu-Alghayth, Khalid M.) ORCID (Catania, Nicholas) ORCID (Semon, Sarah) ORCID (Lane, Danielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12468
Schlagwörter	Foreign Countries; Educational History; Educational Policy; Special Education; Inclusion; Students with Disabilities; Intellectual Disability; Policy Analysis; Access to Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Politikfeldanalyse; Education; Access; Bildung; Zugang; Bildungszugang; Saudi-Arabien
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01