A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia

Abu-Alghayth, Khalid; Catania, Nicholas; Semon, Sarah; Lane, Danielle; Cranston-Gingras, Ann

doi:10.1111/bld.12468

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…These funds are currently being utilised to support educational programmes that explore novel approaches in the fields of information technology, professional development, and information systems (Allmnakrah & Evers, 2019;Tayan, 2017). Furthermore, in Saudi Arabia, recent policy measures pertaining to children with disabilities have prioritised their integration into regular educational institutions, demonstrating a dedication to catering to the varied educational requirements of this population (Abu-Alghayth et al, 2022).…”

Section: Problem Statementmentioning

confidence: 99%

Evaluation of the Critical Thinking Skills of Secondary School Students in Saudi Arabia

Alhowail,

Albaqami

2024

PEC

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The present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data. The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world. Keywords: critical thinking (CT), mixed-methods research, Saudi Arabia, secondary education, teacher-student interaction

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Section: Problem Statementmentioning

confidence: 99%

Evaluation of the Critical Thinking Skills of Secondary School Students in Saudi Arabia

Alhowail,

Albaqami

2024

PEC

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Evaluating Saudi Parental Interagency on Collaborative Initiatives for Successful Post-Secondary Transition of Students with Intellectual Disabilities

Aldosari,

Alzhrani

2024

J Intellect Disabil

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Effective collaboration between schools and community agencies is paramount for the successful transition of students with disabilities to post-secondary educational settings. This study, conducted in Riyadh, Saudi Arabia, focuses on assessing the level of collaboration from the perspective of parents of students with intellectual disabilities. Using descriptive analysis, data was gathered from 191 parents, and the results indicate a perceived low level of collaboration between schools and various agencies in planning and supporting the transition to post-secondary environments. The study results evaluate collaboration in three dimensions: (a) universities rank lowest with [Formula: see text] =1.61 and SD=1.102). (b) vocational training centers ranking highest (1st rank) with an [Formula: see text] = 1.97 and SD = 1.079), and (c) other relevant service centers 2nd rank with [Formula: see text] =1.69 and SD= 1.177. The findings emphasize the necessity for legislative measures directing agencies to engage in collaborative agreements with secondary schools. This proactive approach aims to enhance opportunities for students with intellectual disabilities during their transition to post-secondary education and training. The study concludes with implications for future research and recommendations for fostering improved collaboration and support mechanisms.

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A brief history of special education policy on the inclusion of students with intellectual disabilities in Saudi Arabia

Cited by 2 publications

References 21 publications

Evaluation of the Critical Thinking Skills of Secondary School Students in Saudi Arabia

Evaluation of the Critical Thinking Skills of Secondary School Students in Saudi Arabia

Evaluating Saudi Parental Interagency on Collaborative Initiatives for Successful Post-Secondary Transition of Students with Intellectual Disabilities

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