Legislative Rules for Students with Disabilities in the United States and Saudi Arabia : A Comparative Study

Abstract

This stuy provides a brief overview in regard to the successful policy that guarantees the right of students with disabilities to obtain a free appropriate public education, such as the Individuals with Disabilities Education Act (IDEA). The paper also presents a general background of the Saudi legislation in terms of the major elements of this legislation and its similarities with and differences from the IDEA. Additionally, this paper investigates the problems in implementing the Regulations of Special Education Programs and Institutes (RSEPI) and the reasons behind these issues. Furthermore, the researcher develops a set of regulations that address the elements of problems in the implementation of the RSEPI. This paper also identifies some ways that might be considered by the policy makers, media, educators, and professional organizations that assist in informing the teachers (special and regular), administrators, related service personnel and families of children with disabilities about these regulations. Finally, the researcher modifies and suggests a system of accountability that assists the schools and school districts with complying with the regulations of the RSEPI.

Special Education Today in the Kingdom of Saudi Arabia

“…In 2001, the Special Education Department in the Ministry of Education established the RSEPI, after extensive collaboration with other agencies, such as the Special Education Department at King Saud University, as well as taking into consideration the US special education policies, including IDEA (1997) and Alquraini (2013). In essence, the RSEPI is modeled after the US's IDEA and its major elements are delineated below.…”

“…Part One delineates the important definitions used in this legislation so that teachers, administrators, supervisors, parts, mental health professionals, and other service providers can easily communicate essential aspects to one another. For instance, it defines the concepts of "disability," "least restrictive environment," "transition services," "multidisciplinary team," "IEPs," "special education teacher," "resource room," and other aspects of providing education services to special education students (Alquraini, 2013).…”

“…For example, these services should be provided for students with disabilities to meet their unique needs and support them in obtaining the necessary skills that will assist them in living independently and integrating appropriately into society. These goals can be achieved through different procedures such as: (a) determining the needs of students with disabilities through early detection process; (b) providing a free and appropriate special education and related services that meet their needs; (c) specifying these services to the students with disabilities within their IEPs; (d) taking advantage of scientific research to improve the services of special education; and (e) raising awareness about the disability among the members of society by discussing the causes of the disability and the ways to reduce it (Alquraini, 2013).…”

“…Also, it defines the procedures of the assessment for each disability in each category (Alquraini, 2013).…”

“…The government requested that personnel from the Special Education Department under the Ministry of Education and some special education faculty at King Saud University, who earned their doctoral degrees from the United States, review the United States' special education policies, including the Individuals with Disabilities Education Act (IDEA, 1997) in the hope of developing a more appropriate special education policy for KSA. Their efforts resulted in the 2001 Regulations of Special Education Programs and Institutes (RSEPI) which introduced the first special education regulations for students with disabilities in KSA (Alquraini, 2013).…”