Evaluation of Education Students with Intellectual Disability in Saudi Arabia

Abstract

A survey was conducted in order to evaluate the quality of education received by students with intellectual disability in Aljouf, Saudi Arabia from the perspectives of their teachers and parents. From a sample of 95 respondents, it was found that most teachers used “baby steps” strategy in delivering content for students with intellectual disabilities. Most of the parents were found to rely almost entirely on formal education for their children and were not directly involved with their children’s education at home. Only a minority of the teachers were found to utilize assistive technology to augment their practice. Both teachers and parents did not feel very confident about the effectiveness of the current systems in teaching their children important social and practical skills. Recommendations based on these outcomes were provided.

Qualidade de vida de famílias de filhos com deficiência intelectual moderada

“…Esse resultado corrobora outros estudos internacionais, conduzidos em realidades econômicas e culturais distintas 10,28,30,31,[33][34][35] , explicitando o quanto o suporte emocional para famílias é uma área pouco explorada, apesar de ser de grande criticidade para a QVF. Estudo realizado na Arábia Saudita evidenciou que as famílias que procuravam focar nas suas necessidades físicas e materiais apresentavam escores de QVF total relativamente baixos, enquanto famílias com escores de QVF mais altos, em geral, mantinham o foco no bem-estar emocional de seus indivíduos ao mesmo tempo que lutavam para garantir as necessidades materiais 37 . No nosso trabalho, as características sociodemográficas das famílias participantes, inclusive a renda, não demonstraram correlação significativa com a QVF.…”

Measuring Family Quality of Life: Scoping Review of the Available Scales and Future Directions

“…The scales used to measure the FQoL were validated in terms of their content validity, construct validity, and criterion validity. Content validity was assessed by presentation to experts [ 52 , 53 , 54 ]. For construct validity, exploratory factor [ 7 , 35 , 55 , 56 , 57 ] and confirmatory factor analyses [ 35 , 44 , 54 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 ] were used.…”

Pedagogic competencies of special education teachers in develop vocational skills for students with intellectual disabilities

“…In detail, the characteristics considered are to find out the intellectual barriers of participants, including aspects of physical aspects, intelligence, language skills, social skills, personality, ability to do work. It is important to find out special characteristics of the students because through training students with special needs we can develop interest and any other development (Dasel & Marcus, 2019) Children with intelelectual disabilities are underdeveloped in adjusting to the environment, less competent in thinking about complex things that are difficult and convoluted and have siginificant impact for the quality of life (Alshamri, 2018) Likewise, the DSM-V, Diagnostic and Statistical Manual of Mental Disorders shows that intellectual development disorders or mental retardation are developmental disorders that include a lack of intellectual and adaptive function in the conceptual, social, and practical (del Barrio, 2004). Thus, to prepare a good life for people with intellectual disabilities / mental retardation is to facilitate with life / vocational skills training.…”