Inclusive education in Saudi Arabia : review of literature
Other Title(s)
الدمج و تعليم ذوي الإعاقة في المملكة العربية السعودية
Author
Source
Journal of Educational and psychological Researches
Issue
Vol. 19, Issue 75 (31 Dec. 2022), pp.610-620, 11 p.
Publisher
Baghdad University Centre for Educational and Psychological Researches
Publication Date
2022-12-31
Country of Publication
Iraq
No. of Pages
11
Main Subjects
Abstract AR
شهد تعليم ذوي الإعاقة عددا من الاتجاهات و التطورات التعليمية الإيجابية في العديد من البلدان المختلفة، بما في ذلك المملكة العربية السعودية حيث كان من أوائل البلدان التي اعترفت بأن جميع الطلاب، بما في ذلك أولئك الذين لديهم احتياجات تعليمية خاصة لديهم الحق في التعليم و عليه بدأت بدمج ذوي الإعاقة في مدارس التعليم العام جنبا الى جنب مع أقرانهم من غير ذوي الإعاقة.
تعود أسباب هذا الاتجاه إلى عدد من العوامل مثل الاهتمام المتزايد بدور التعليم في تحقيق العدالة الاجتماعية للتلاميذ ذوي الإعاقة و الحرص على استفادتهم من تكافؤ الفرص في تحقيق النمو الذاتي و المشاركة في بناء المجتمع (القريني، ٢٠١١).
و عليه فقد وضعت المملكة عددا من الأنظمة و التشريعات الخاصة ببرامج التربية الخاصة و دمج ذوي الإعاقة.
و تهدف هذه الورقة إلى تسليط الضوء على طبيعة برامج التربية الخاصة و برامج دمج ذوي الإعاقة في المملكة بعرض و مناقشة السياسات و الممارسات على حد سواء.
Abstract EN
Inclusive education has experienced a number of positive educational trends and developments in many different countries, typically by recognising that all students, including those who have special educational needs (SEN), have a right to education.
inclusion of children with SEN in mainstream schools, alongside their peers, has become a major concern for interested educators, professionals and parents in many countries around the world.
the reasons for this trend are due to a number of factors such as the increasing attention to the role of education in achieving social justice for pupils with SEN; the right of individuals with SEN to be educated along with their typically developing peers in mainstream schools; the benefit of equal opportunities for everyone in achieving self-growth and participating in building society (Al-Quraini, 2011).
in terms of both policy and practice, inclusion has various interpretations.
one of those interpretations defines inclusion as based on the belief that students with SEN can and should be educated in the same educational setting with typically developing peers, thus emphasising the importance of providing learning opportunities for all students (Ferguson, 2014).
this paper aims to shed light on the nature of special education programs and the inclusion programs for people with disabilities in the kingdom of Saudi Arabia by presenting and discussing policies and practices alike.
American Psychological Association (APA)
al-Shahrani, Basmah Fahd. 2022. Inclusive education in Saudi Arabia : review of literature. Journal of Educational and psychological Researches،Vol. 19, no. 75, pp.610-620.
https://search.emarefa.net/detail/BIM-1540145
Modern Language Association (MLA)
al-Shahrani, Basmah Fahd. Inclusive education in Saudi Arabia : review of literature. Journal of Educational and psychological Researches Vol. 19, no. 75 (2022), pp.610-620.
https://search.emarefa.net/detail/BIM-1540145
American Medical Association (AMA)
al-Shahrani, Basmah Fahd. Inclusive education in Saudi Arabia : review of literature. Journal of Educational and psychological Researches. 2022. Vol. 19, no. 75, pp.610-620.
https://search.emarefa.net/detail/BIM-1540145
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 619-620
Record ID
BIM-1540145