The Challenges of Implementing Individualised Education Plans with Children with Down Syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers’ Perspectives

Almoghyrah, Homoud

doi:10.1080/1034912x.2020.1870666

Cited by 4 publications

(6 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The challenge of teachers' knowledge in the process of implementing the IEP cannot be seen only in terms of understanding the concept of IEP but also in terms of identifying the ability level of Down syndrome (DS) children (Almoghyrah, 2021;Shao et al, 2022). Results from Almoghyrah's study (2021) showed that teachers did not show a high awareness of the characteristics of DS children.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Rashid

Wong

2022

IJLTER

View full text Add to dashboard Cite

This study identified teacher challenges in the implementation of the individualized education plan (IEP) for special educational needs (SEN) children with learning disabilities (LD). A systematic literature review (SLR) was conducted to identify and synthesize the literature on this topic. Twelve studies met the inclusion criteria and were included in the analysis. Most of the findings indicated that teachers face challenges in all three aspects of competency challenges, that is knowledge, skill, and attitude challenges. Lack of knowledge on criterion-referenced tests (f = 3; 42%) can be considered as the biggest knowledge challenge faced by teachers. The biggest skill challenge was also found in the evaluation process, with teachers being less efficient in carrying out the evaluation process (f = 4; 57%). In terms of attitude challenges, the lack of motivation (f = 4; 66%) in implementing the IEP for LD children is the most common challenge encountered by teachers. Therefore, the results of the analysis and research carried out can serve as a guide and reference for educators, the Ministry of Education (MOE), and future researchers in an effort to solve teachers’ competency challenges in the IEP implementation process. However, additional high-quality research or an empirical study should be conducted to verify the validity of the conceptual framework formed by conducting a survey study in Malaysia.

show abstract

Section: Discussionmentioning

confidence: 99%

“…For the last aspect, ability level of LD children, two articles addressed this challenge (Almoghyrah, 2021;Shao et al, 2022). Teachers will also directly experience the challenge of lack of knowledge about the special education services required by an SEN child.…”

Section: Teacher Knowledge Challengesmentioning

confidence: 99%

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Rashid

Wong

2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…Educationally, the full implementation of inclusive education and the availability of resources for special education need further development. Societal integration also presents challenges, as stereotypes and misconceptions about DS can lead to social exclusion (Almoghyrah, 2023). Looking to the future, there are several areas for improvement.…”

Section: Challenges and Future Directionsmentioning

confidence: 99%

Empowering Lives: Navigating the Landscape of Down Syndrome Support in Saudi Arabia

Parveen,

Ahmad,

Reshi

2024

Journal of Disability Research

View full text Add to dashboard Cite

This study offers an in-depth analysis of Down syndrome (DS) in Saudi Arabia, encompassing healthcare, societal integration, and policy frameworks. It assesses DS prevalence within the Saudi population against global rates and underscores the progress in prenatal diagnostics and screening for early detection. The significance of neonatal care and early intervention programs in the comprehensive development of children with DS is highlighted. The paper explores societal perceptions and efforts to increase public awareness and reduce stigma, with a particular focus on media and educational initiatives. It reviews the educational landscape for individuals with DS, touching on inclusive policies and specialized programs, and evaluates the effectiveness and obstacles of these approaches. The study also compares Saudi policies and legal protections for individuals with DS to international standards, illustrating the country’s advancements toward global norms. It examines support systems, including contributions from nonprofits, community programs, and family services, and concludes with an identification of ongoing challenges and recommendations for future enhancements. This comprehensive overview underlines the importance of a multifaceted approach to supporting individuals with DS in Saudi Arabia, aiming to enhance their quality of life and ensure their full integration into society.

show abstract

“…Al-Moghyrah (2017) noted that the beliefs and attitudes held by teachers affect assistive technology development and integration into classrooms. Various investigations focused on teachers' perceptions regarding AT use have demonstrated that the perceptions teachers have significantly affect AT skills, knowledge and usage (Atanga et al, 2019;Alkahtani, 2013;Alfaraj & Kuyini, 2014;Nelson, Poole & Muñoz, 2013;Al-Moghyrah, 2017;Tamakloe & Agbenyega, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Special education teachers evidently experience numerous challenges when attending to distinct learning needs of the students with LDs in classrooms (Onivehu, Ohawuiro & Oyeniran, 2017). Whereas a number of students cannot read printed documents (Alharbi, 2018;Al-Moghyrah, 2017), others find it difficult to receive spoken information. Communication is a major challenge to other students experiencing mild LDs.…”

Section: Introductionmentioning

confidence: 99%

The perspectives of elementary school educators in Saudi Arabia regarding the utilization of advanced assistive technology for students with learning disabilities.

Abdullah A. Almulla

2024

العلوم التربوية

View full text Add to dashboard Cite

The purpose of the research was to investigate elementary school teachers' knowledge, skills and perceptions toward using high-tech assistive technology (AT) for students with learning disabilities in Saudi Araba. A quantitative approach was adopted in this investigation. A sample of 264 teachers who participated in an online survey was used in this study. SPSS version 25 software was used for data analysis, which included descriptive statistics and Analysis of Variance. The results showed that teachers' self-reported perceptions of high-tech AT are significant predictors of teachers' knowledge and skills related to high-tech AT use. The research is significant as it provides a unique contribution to the existing literature on high-tech AT use in relation to elementary teacher perceptions, knowledge and skills in Saudi Arabia.

show abstract

The Challenges of Implementing Individualised Education Plans with Children with Down Syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers’ Perspectives

Cited by 4 publications

References 61 publications

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Challenges of Implementing the Individualized Education Plan (IEP) for Special Needs Children with Learning Disabilities: Systematic Literature Review (SLR)

Empowering Lives: Navigating the Landscape of Down Syndrome Support in Saudi Arabia

The perspectives of elementary school educators in Saudi Arabia regarding the utilization of advanced assistive technology for students with learning disabilities.

Contact Info

Product

Resources

About