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

Alnahdi, Ghaleb H.; Alwadei, Arwa; Alharbi, Nuha

doi:10.1016/j.ridd.2024.104785

Research in Developmental Disabilities

2024

DOI: 10.1016/j.ridd.2024.104785

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

Ghaleb H. Alnahdi,

Arwa Alwadei,

Nuha Alharbi

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Cited by 3 publications

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The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia

Alsolami

2025

Research in Developmental Disabilities

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The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia

Alsolami

2025

Research in Developmental Disabilities

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Barriers and facilitators to implementing transition services for students with intellectual disabilities in the kingdom of Saudi Arabia: A systematic review

Alfawzan,

Almulhim

2024

J Intellect Disabil

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In the Kingdom of Saudi Arabia, a deficiency exists in comprehensive assessments of transitional programs and services tailored for students with intellectual disabilities. The present research is a systematic review to discuss the barriers to planning and implementing transitional services for students with intellectual disabilities in the Kingdom of Saudi Arabia and possible facilitators. Consequently, a thorough systematic review and exploration were conducted across ERIC - ProQuest, Education Journals - ProQuest, Google Scholar, EBSCO, Web of Science, and Scopus. The findings spotlighted various barriers from the perspective of stakeholders, categorising them as educational, familial, societal, and functional barriers. Among these, educational obstacles emerged as the most significant challenges impeding the employment prospects of students with intellectual disabilities. The results further disclosed several suggested facilitators to address these challenges, encompassing educational interventions and collaborative practices. This study furnishes decision-makers in the Kingdom, along with professionals in the realm of special education and parents, with valuable insights into the prevailing challenges illuminated by recent studies in the field, as well as the most prominent proposed solutions.

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Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya

Mutsoli,

Kikechi

2024

AJERNET

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Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.

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

Cited by 3 publications

References 35 publications

The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia

The effectiveness of using artificial intelligence in improving academic skills of school-aged students with mild intellectual disabilities in Saudi Arabia

Barriers and facilitators to implementing transition services for students with intellectual disabilities in the kingdom of Saudi Arabia: A systematic review

Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya

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