Enhancing special education programs’ curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices

IF 2.9 2区医学 Q1 EDUCATION, SPECIAL

Research in Developmental Disabilities Pub Date : 2024-06-27 DOI:10.1016/j.ridd.2024.104785

Ghaleb H. Alnahdi , Arwa Alwadei , Nuha Alharbi

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引用次数: 0

Abstract

Background/Aims

In Saudi Arabia, students with intellectual disabilities (ID) receive some of their education through textbooks. However, using textbooks with students with ID contradicts the principles of providing services based on individuals with ID needs personalized plans to develop their individual abilities. This study aimed to investigate family and teacher perceptions of middle and high school curricula for students with ID in Saudi Arabia. This study focused specifically on the extent to which these curricula contribute to the development of academic and life skills among these students.

Method and procedure

A 21-item scale was used to measure the perceptions of family members and teachers of individuals with intellectual disability. The scale validity and reliability were examined and supported. The sample comprised of 113 family members and 111 teachers of students with ID.

Outcomes and results

Family members and teachers both expressed low satisfaction regarding the improvement in academic and life skills of students as a result of the current curricular in the surveyed programs. Additionally, they conveyed dissatisfaction with the overall outcomes of services provided for individuals with intellectual disabilities.

Conclusions and implications

This study highlights the inadequacies of a one-size-fits-all approach to designing curricula for students with ID. There is a need to improve and enhance curriculum content to meet the diverse learning needs of these individuals.

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加强沙特阿拉伯智障学生的特殊教育计划课程：呼吁采用个性化方法和全纳实践。

背景/目的：在沙特阿拉伯，智障（ID）学生通过教科书接受部分教育。然而，对智障学生使用教科书有悖于根据智障学生的需求提供个性化计划以发展其个人能力的服务原则。本研究旨在调查沙特阿拉伯家庭和教师对智障学生初中和高中课程的看法。本研究特别关注这些课程在多大程度上促进了这些学生学习和生活技能的发展：采用 21 个项目的量表来测量智障人士的家庭成员和教师对智障人士的看法。对量表的有效性和可靠性进行了检验并予以支持。样本包括 113 名家庭成员和 111 名智障学生的教师：家庭成员和教师均对调查项目中的现行课程在提高学生学习和生活技能方面的满意度较低。此外，他们还对为智障人士提供的服务的总体结果表示不满：本研究强调了以 "一刀切 "的方式为智障学生设计课程的不足之处。有必要改进和提高课程内容，以满足这些人的不同学习需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research in Developmental Disabilities Multiple-

CiteScore

5.50

自引率

6.50%

发文量

178

期刊介绍： Research In Developmental Disabilities is aimed at publishing original research of an interdisciplinary nature that has a direct bearing on the remediation of problems associated with developmental disabilities. Manuscripts will be solicited throughout the world. Articles will be primarily empirical studies, although an occasional position paper or review will be accepted. The aim of the journal will be to publish articles on all aspects of research with the developmentally disabled, with any methodologically sound approach being acceptable.