During the Corona pandemic, parents of children with disabilities experienced unprecedented situations. The aim of this study was to identify the educational needs and challenges which prevented parents from providing adequate support to their children during the outbreak. An online survey was launched on June 4, 2020, to gather information from 638 parents of children with disabilities. The findings revealed that 60% of parents need assistance in implementing Individual Education Program activities. Similarly, 71.7% of parents reported that the centers had only spent less than one-hour on-line per day educating the children. Significant challenges emerge as a result of parents' inability to cope with the load and their loss of hope in helping children, which varies depending on the severity of the condition, with severe disabilities posing the greatest challenge. According to the study, special education centers should follow defined protocols that focus on parents' educational needs, as well as establish proactive approaches for providing support to parents of children who require special care.
This study aimed to explore parents' perceptions regarding the effects of the COVID-19 pandemic on their children, with and without disabilities, from psychological, academic and social aspects. The study sample comprised 310 parents of children in Saudi Arabia both with and without disabilities. A questionnaire was prepared for the purpose of exploring parents' perspectives toward such impacts of the COVID-19 pandemic on psychological, academic and social aspects of their children. Several statistical techniques were applied in order to answer the study questions, such as frequencies, percentages, Cronbach's alpha test, means, standard deviations and independent samples (T) test. The results revealed that the COVID-19 pandemic has serious psychological effects on children, whether they are with or without disabilities. However, from the social and academic aspects, the impacts of the pandemic were generally moderate. Furthermore, no statistically significant differences at level of (α≥0.05) were found between children with and without disabilities. This study emphasized the importance of raising awareness among families on the management of the problems that arise during times of global crises, such as the COVID-19 pandemic, both consciously and responsibly, by arranging appropriate training courses and workshops for them.
This study aimed to reveal the level of knowledge of early childhood teachers regarding the early intervention strategies for children at risk of learning disabilities. A questionnaire was designed comprising (22) items distributed in (3) dimensions, namely the practices related to pre-academic skills, basic operations and psychological concepts. This was applied to a random sample of (340) female early childhood teachers. The results indicated a high level of knowledge of early intervention practices in all three dimensions among teachers, and also statistically significant variations in the level of knowledge of early intervention practices attributed to the educational stage which is in favor of the pre-primary stage. The results also showed no statistically significant differences attributable to academic qualification, academic specialization and years of experience. Based on the outcome, the researchers recommended developing training programs to enable early childhood teachers to implement their expertise and utilize it as early intervention methods. Received: 13 October 2021 / Accepted: 15 November 2021 / Published: 3 January 2022
The current study sought to reveal the level of parents’ knowledge of developmental learning disorders in early childhood in the Eastern Province of Saudi Arabia. A questionnaire was designed comprising (35) questions that measure the parents’ knowledge of indicators of developmental learning disorders. These were distributed among (5) the main areas related to basic psychological processes, namely attention, perception, memory, language, thinking and problem-solving. The questionnaire was electronically applied to a random sample of (462) parents in Khobar, Dhahran, Dammam and Jubail. The results demonstrated that parents have a moderate level of knowledge of indicators of developmental learning disorders among those in early childhood and that no statistically significant differences were attributed to their relationship with the child, educational qualifications and the level of the family income. One of the most significant recommendations is the development of educational and scientific resources associated with indicators of developmental learning disorders for children in early childhood and the provision of open seminars and discussion panels between parents to share experiences. The researchers also recommend performing additional studies focused on developing diagnostic criteria to detect symptoms of developmental learning difficulties which will assist educators in identifying children at risk of learning difficulties at an early age. Received: 10 February 2022 / Accepted: 13 April 2022 / Published: 5 May 2022
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