Achieving Inclusive Education in Saudi Arabia - Report Example

Achieving Inclusive Education in Saudi Arabia Name Institutional Affiliation Achieving Inclusive Education in Saudi Arabia Introduction Inclusive education can be termed as an educational system whereby all students attend and are welcomed by their neighborhood schools to engage in learning with the general population irrespective of the severity of the disabilities. The students with disabilities are compensated in the educational curriculum by making sure that proper mechanisms to foster learning, participation, and contribution to the classroom alongside other students are put in place (Rapp & Ardnt, 2012). Inclusive education seeks to ensure that schools, classrooms, programs, and activities are designed and developed so that all students participate together to enhance the learning process. This because experts find that collaboration is vital in ensuring that students succeed both in class and other community ventures they desire to undertake (Dare, Nowicki, & Felimban, 2016). Additionally, an inclusive approach to education allows students to develop individual strengths and talents, work on individual goals while participating in classroom activities with the other students, and develop relationships with other students thus exposing them to the values of life and friendship in a community setup. Therefore, inclusion in education can be termed as a way of cultivating participation, collaboration, and learning in meaningful ways in the classroom for every student by ensuring that students with disabilities are not overlooked in the education curriculum. Overview of Current Situation in Saudi Education System The Saudi education system has evolved in a major way since its inception 85 years ago, whereby education was considered a privilege only for the children of the elite, wealthy families. Currently, there has been a steep incline in the number of educational facilities being constructed with over twenty thousand learning institutions set up in the past two decades alone. Additionally, education has become even more affordable as the government caters for all the education needs of the institutions and students alike (Weber, 2012). This has made it accessible to all tiers of the Saudi society. The mixture of traditional Islam religious education and subjects in various fields, usually in line with the United States or United Kingdom curricula form the basis for the nation’s educational approach. The learning schedule of these institutions mostly follows the American system whereby there are nine to ten months of schooling sessions separated by summer breaks and occasional time off for Islamic religious holidays. People with disabilities in Saudi Arabia did not have access to any type of special education prior to 1958. Parents were left with the responsibility to assist their children on educational matters. In some instances, the educational needs of the children with disabilities were ignored and kept secret so as not cause shame to families. This phenomenon is attributable to the fact that Saudi parents and the community at large viewed disability as a punishment from God for certain wrongdoings. However, 1958 saw a change in the education system with the introduction of institutions for the blind, termed as “scientific institutes.” Furthermore, the Ministry of Education established the Department of Special Learning in 1962 to foster learning and rehabilitation for three main groups of students with disabilities: those with mental retardation, blindness, or deafness with eventual institutions put in place in the following years to accommodate the education needs of the three groups. The movement to improve special education services led to the increase of these services by putting forward regulations that promoted the rights of the disabled, raising the quality of special services education, and training of qualified professionals to provide these services. Furthermore, the Disability Code enacted in 2000 by policymakers holds up to today whereby people with disabilities are guaranteed access to free and apt medical, education, and psychological institutions. Compared to past cases, the practice of special education services for students with disabilities in Saudi Arabia has really improved in assisting them access top-notch education in the least restrictive environment. However, more needs to be done if we wish to improve the quality of these services further. Following this, students with mild and moderate learning disabilities receive their educations in normal classrooms with some support from special education services such as source rooms (Forlin, & Loreman, 2014). These students also perform fully to the speculations set up by the general education curriculum with some minor modifications and accommodations. However, the students with mild learning disabilities are taught separately in their respective classrooms in public learning institutions but share time with their peers in noncurricular activities such as lunch and recess. Students with mild to moderate learning disabilities attend elementary schools from six years of age to thirteen or fourteen, followed by middle school until they reach 18 years. After completing elementary and middle school, most of these students are denied the opportunity to attain any further education with the exception of vocational training centers. These centers are equipped to provide the students with vocational training and practical skills that support self-employment. Despite Saudi’s move towards a more inclusive approach to educating students with mild learning disabilities, some critical issues need to be significantly addressed to increase the success rate of the education system as a whole. Students with severe or multiple disabilities receive their education in separate schools. These students learn in segregated settings and are not allowed to interact with their developing peers where they could improve on their social, communication, academic, and other collaboration skills. The institutions provide basic amenities like residence, food, financial aid, and assistance to students with moderate, severe, or extreme intellectual disabilities, multiple impairments, and autism. The students spend the weekdays at school but are allowed to visit home on the weekends and on holidays. This means that the role the guardians and parents play in enhancing the learning experience their children is overlooked as the parents spend very little time with their children as the schools are usually far. Additionally, students in these institutions receive individual education programs (IEPs) modified from a special education curriculum and outlined by the Ministry of Education. These programs do not meet the students’ unique and individual abilities as they are built on the general Saudi education curriculum. Finally, private schools do not have related services like occupational therapists, speech and language pathologists, and physical therapists who could really play a vital role in enabling the students to acquire more benefits from the individual education programs and in turn, develop strong communication, physical, and other skills required to succeed in the modern world (Dare, Nowicki, & Felimban, 2016). Segregating students with mild to moderate disabilities is a direct violation of human rights. This denies the students the opportunity to interact with their developing counterparts and properly acquire social skills, especially for those with cognitive disabilities and are short of such skills. Clearly, these are issues that need to be revisited by policymakers in education to ensure that stigma associated with disability is removed from the Saudi social structure thus accommodating learners from all walks of life irrespective of cultural belief, religion, or social standing. Connections Between Inclusion in Saudi Arabia and the International Context Inclusion has been always included in the educational curriculum of developed countries for a long time. For instance, in the United Kingdom, the concept can be traced as far back as 1928 when the Wood Committee called for the unification of the ‘ordinary’ and ‘special education’. Therefore, it can be assumed that the UK had a head start in addressing the issue long before the Saudi government considered it. In a similar manner, the United States also expressed a desire to see special needs children learning in a more inclusive setup. However, the notion of inclusion has proved to be more theoretical as opposed to practical for both nations. They face the same problems as Saudi Arabia when it comes to putting into effect some of the policies recommended in inclusive education (Weber, 2012). The concept continues to generate of discussions, confusion, and questions within the corridors of power. Education experts are working tirelessly to ascertain as to whether there are varying degrees of inclusive education, and establishing the required components to certifying a complete inclusive education curriculum (Rapp & Ardnt, 2012). Therefore, in an international context, much needs to be done to affirm the idea of inclusion across perspectives. In England, the term “inclusion” is used to describe learning practices in special needs schools, while in some UK contexts, it is widely associated with the school attendance behavior, in opposition to disabilities. This is in direct contradiction to inclusion as observed in the Saudi education system whereby the concept is mainly centered around people with disability and how to help them in achieving academic success despite their shortcomings (Forlin, & Loreman, 2014). In the US, the same idea has been interchangeably used to compensate for terms like normalization, integration, progressive inclusion, and deinstitutionalization. Clearly, all of these terms vary in terms of practice rendering the whole idea of inclusion vague and ambiguous. However, some elements of the No Child Left Behind act (NCLB) enacted in 2002 in the US Education system are observable in the current inclusive approach as adapted by the Saudi Arabian Ministry of Education. This shows some structures of inclusive education transcends definitions despite the disparities perceived when it revisiting the concept from an international point of view. Australia’s approach to inclusive education is similar to Saudi Arabia's with mild differences. The first difference is that terms like "mainstreaming" and "integration" have been long abandoned in policy statements. As a result, the education policy is based on the provision of equitable educational opportunities to guarantee that all students can access, take part in, and gain positive results from schooling. The flexibility of the education programs sought through the use of inclusive curriculum practices cultivates a culture of recognition of students' talents and abilities and in turn leverages them to foster a unique learning approach for every student (Pijl, & Hamstra, 2005). The Saudi education policy has failed in recognizing this thus rendering some of the measures incomprehensible. Also, the Australian system is deemed to apply to each and every child despite the level or severity of the disabilities. In Saudi Arabia, a disability spectrum exists (Alquraini, 2011). Students with mild disabilities are fully integrated into the learning setup of their non-disabled counterparts with slight modifications to the curricula. Students with moderate learning disabilities are partially integrated with separate classrooms within a typical school setting where they are taught but share non-curricular activities with their developing peers such as lunch breaks and recess. On the far end of the disability spectrum, students are segregated whereby those with severe learning disabilities are placed and as a result, receive their education in private institutions or special learning centers. A majority of the nations that have adopted inclusive education in line with the UNESCO act have had the process be driven by funds from the government. Therefore, it is correct to say that the government provides the financial support for inclusion to be a success in most countries. The Ministry of Education is also given the sole responsibility of addressing all the questions affiliated with the inclusive education. This approach is similar to the one adopted by the Saudi government thereby pointing out an underlying similarity in the notion (Alquraini, 2011). However, some countries such as Australia seek to go further in the empowerment of the disabled by exploring career pathways for adolescents and persons with disables alike. It is imperative for the Gulf nation to embrace the same technique in catering for the educational needs of the disabled and underprivileged. Recommendations for Inclusive Education in Saudi Curriculum Revisiting Teaching Practices The teacher is at the core of the Inclusion process. Therefore, it is prudent that they be engaged at every step of the process. Consequently, future teachers, as well as pre-service teachers, should be taught on the capabilities of students with disabilities as a step towards ensuring these students receive the same quality of education as their developing peers. Colleges should proactively educate both general teachers and special education teachers on the importance of having students with disabilities in the regular classes as well as the significance of their as the key to successful inclusion. Research finds that students who learn from collaborative practices with diverse peers perform better academically (Al-Ahmadi, 2009). Courses can be created which discuss how teachers can collaborate while experimenting with models of collaboration that be later adapted in schools. Teachers should also be able to recognize vital skills that might facilitate their collaboration in terms of appropriate communication skills and team building activities. Moreover, professional organizations such as the Saudi Association of Students with Autism (SASA), the Saudi Association of Students with Deafness (SASD), and others should proactively work to inform teachers on the importance of principles of successful inclusion through conferences and workshops. Access to the general curriculum and assistive technology are some of the elements which can be addressed and the effectiveness in nurturing inclusion in education. Providing Adequate Related Services to Students with Disabilities Numerous related services exist in Saudi Arabia for students with disabilities. As a matter of fact, all students with disabilities either in special education institutes or public schools should receive appropriate related services as a benefit from the Individual Education Program (IEPs). Most Saudi studies have outlined the feasibility of related services and their significance in centers for students with cognitive disabilities in the country (Alquraini, 2011). The study concluded that speech-language pathologists, counselors, school psychologists, and various social workers were present in the institutes. However, occupational therapy and physical therapy services were inadequate. This makes it important to look into the situation and address it with the immediacy expected. Various ways exist for the Ministry of Education to improve related services for students with disabilities. It is recommended that the Regulations of Special Education Programs and Institutes (RSEPI) identify procedures to ensure that school districts understand and abide by the requirements to adequately provide each service for students with disabilities. Also, they should identify the cost of the service and if the school district is capable of meeting the financial obligation. Otherwise, RSEPI should work proactively to ensure that the required funds the program are acquired by setting up correct procedures. Collaboration between school officials and schools of nursing, physical therapy, speech pathology, and others promote procedures would really assist in providing services for students with disabilities in various ways. Through collaboration, school districts are made to understand the policy concerning related services and their obligation in ensuring that all students with disabilities are catered for. It would be recommended for pre-service therapists to conduct their internships in schools to help them perfect their skills while they help the students become more proficient. This can be considered as a short-term solution that would ensure that the students get the services on a daily basis. Revisiting the Individual Education Program It is a well-known fact that RSEPI requires schools in Saudi Arabia to provide every student with a disability an Individual Education Program (IEPs) making it the most important educational service. Research on IEPs for children with disabilities has not been forthcoming (Alquraini, 2011). Studies previously conducted suggested that special education teachers successfully determine the valuable elements of IEPs in terms of the student’s weaknesses and strengths, annual goals and short-term objectives, and needs which require specially designed instruction (Al-Ahmadi, 2009). The research also pointed out certain shortcomings impede the provision of effective IEPs such as the lack of efficient interdisciplinary teams and the IEPs determined by the situation of the child. Another shortcoming is the inadequacy of the participation of family members in the implementation of IEPs. These are ongoing problems that need to solved for educational inclusion to be achieved in Saudi Arabia. It is recommended that members of the IEP team define the child’s needs in the preparation phase of the IEP. Moreover, the team should include professionals from various fields to form a multidisciplinary team capable of tackling any issues related to disabilities. Teachers, physical therapists, speech pathologists and other disciplines should be catered for in the program (Alquraini, 2011). To determine the efficiency of the IEP, levels of academic performance, as well as functional, should be provided on a regular basis to evaluate the progress of the child. The students should also be given a chance to air their concerns since the decisions made by the teams directly impacts their lives (Dare, Nowicki, & Felimban, 2016). Also, parents’ concerns should be listened to while they are encouraged to participate in the IEPs for the good of their children. Visionary School Leadership It is recommended that school leaders value diversity among staff as well as learners while supporting innovation and encouraging collegiality. Effective inclusion requires quality visionary leaders at all levels of the process that are capable of demonstrating inclusive values and developing an environment that readily provides a platform for realizing inclusive education. Inclusive values should be included in all school policies and other development plans and should be demonstrated through the mutually supportive relationships of all school leaders and education policymakers alike. School leaders should organize schools in a manner that avoids labeling and segregation of learners. Studies revealed that students are not able to perform to the potential if they feel rejected or secluded from their peers (Liasidou, 2012). This statement is applicable to all students irrespective of the level of disability. Therefore, it is the responsibility of the educators and school leaders in Saudi schools to ensure that they actively work to promote inclusion and learner well-being and make them the core of all of the school policies. Additionally, having visionary leaders in schools who will make sure that proper construction policies are followed when building school facilities to ensure that they are accessible to students with disabilities, a factor that is occasionally overlooked. Finally, it would be advisable for school leaders to develop effective monitoring, self-review and student-centered evaluation that considers not only the academic achievements of all students but also the talents shown by the students. Conclusion An inclusive approach to education proves to be a fundamental method of reaching out to and empowering the multitudes of educationally marginalized individuals not only in Saudi Arabia but all over the world. In this context, as Saudi Arabia continues to grow and improve rapidly, it is expected for the same to occur in the special education sector. The recommendations stipulated in this paper will prove very crucial in steering inclusive education on the desired path. This will, in turn, translate to better special education services for students with disabilities making them ready to face the world after completing school. Policymakers should play their part in by evaluating existing legislations laws related to students with disabilities to cultivate a culture of inclusion in the school setting (Liasidou, 2012). Also, the Ministry of Education must engage a professional team annually to evaluate the state of special education and the changes needed to be observed to improve it. For a successful inclusive educational system for Saudi Arabia to be achieved, engagement and collaboration must be highly observed in every step of the inclusive process. References Al-Ahmadi, N. A. (2009). Teachers’ perspectives and attitudes towards integrating students with learning disabilities in regular Saudi public schools (Doctoral dissertation) Available from ProQuest Dissertations and Theses database. (UMI NO. AAT 3371476) Alquraini, T. (2011). Special education in Saudi Arabia: Challenges, perspectives, future possibilities. International Journal of Special Education, 26(2), 149-159. Dare, L., Nowicki, E., & Felimban, H. (2016). Saudi Children’s Thoughts on Inclusive Education. International Journal of Inclusive Education, 6. 1-12. Forlin, C., & Loreman, T. (2014). Measuring inclusive education. UK, Bingley: Emerald Group Publishing. Liasidou, A. (2012). Inclusive Education, politics, and policymaking. UK, London: A & C Black. Pijl, S. J., & Hamstra, D. (2005). Assessing population development and education in an inclusive setting. International Journal of Inclusive Education, 9(2), 181-192. Rapp, W. H., & Ardnt, K. L. (2012). Teaching everyone: An introduction to inclusive education. Washington, Baltimore: Paul H Brookes Publishing. Weber, A. S. (2012). Inclusive Education in the Gulf Cooperation Council. Journal of Education and Instructional Studies in the World, 2(2), 85-96. Read More