Education for Special Needs Children in Saudi Arabia - Research Paper Example

Education for Special Needs Children in Saudi Arabia Introduction Education is the birthright of all individuals, independent of their caste, class, creed, and also of their disabilities. The reason for the concept of ‘education for all’ is best understood in the context of its intangible yet invaluable quality, as it endows its recipient with not only skills of reasoning and deducing but also creates wisdom and knowledge. The Education system in Saudi Arabia has undergone a phenomenal change ever since 1932 when the Kingdom was established. During that time education was mostly available for children coming from affluent families in the major cities because only they could afford it. The public education system of Saudi Arabia consists of approximately 19 universities and about 25, 000 schools spread through the country, in addition to other colleges and educational institutions. All these institutions offer students a free education, free books and free health services. The modern system of education in Saudi, offers the State – of – the – art quality of instruction in various diverse fields of the arts and sciences. Though the core system remains the study of Islam, yet it encourages its students to learn diverse subjects in order that its citizens are prepared for life and are ready to work in a global economy. In 632 AD, centuries after the birth of Islam, education for both male and female was made a necessary requirement for all Muslims because the teaching of prohet Mohammed in the holy books – the Quran and the Hadith always emphasized the importance of education. The world of Islam emerged as a seat for learning during the period that Europe was mired in the ‘Dark Ages.’ It was during this period that Muslims made major contributions in the fields of medicine, astronomy, art, physics and philosophy. This period was called the “Golden age.” Muslim scholars and scientists became the pioneers in the methods of these subjects and this is what laid the foundation for all the modern sciences which was made available in the 18th century to the European universities. Education is perceived as the dissemination of certain principles and ideas, but in reality it teaches people how to go about their lives in a formal social context. In respect to these values, it is imperative that children, especially those with lesser capabilities be made stronger through the educational process which will hold for them the promise of a better future. This study is going to make an investigation of the available schools and their facilities with a special focus on the needs of disabled children. The study would also include an in-depth analysis of the part of the government and community towards helping children get a proper education despite their disability and thereafter preparing them to stand on their own feet without being dependent on others proving the concept of “education is every person’s birthright.” Further the study would include various methodologies and theories being used in dealing with the problem of disability and try to draw a few salient features that could be made use of for its improvement. Analysis Before going further let us first understand what disability means - Disability can be defined within the context of an interaction between the functional decrease and the demands and conditions of the environment. (Salah I. Al-Gain*, Sami S. Al- Abdulwahab) At most times, people with disabilities are perceived as sick and in need of a cure. Lang R., 2000; Coleridge P., 2000) The disability issue in Saudi Arabia is considered a primary societal drawback considering the high incidence of consanguineous marriages that take place. Due to this, there is high incidence of genetically induced disability. In addition to this, parents are unaware of the metabolic errors that occur during pregnancy, thereby leading to the disability. Over 50% of parents, in response to a questionnaire, had no knowledge of the causes of their children’s diseases, their symptoms and their inheritance patterns.” AlEssa M, Ozand P, AlGain S., 1997) According to the current estimated statistics about 3.73% of the population has functional disabilities which limit their independence (Perriharris, Lorilewin, 1998) The children are considered to be the nucleus of the socio economic development of the country of Saudi Arabia. All resources have been mobilized by the government to ensure that children enjoy their basic rights. Private organizations and the Government play a vital role in providing educational, recreational, medical, social and developmental services for all the children. National Childhood Commission is set up to coordinate all services that are being provided to children. Saudi Arabia has made education free for all its children. This support is also extended to children with special needs for whom appropriate educational institutes are set up. In 1993, a research study was conducted and an assessment was made of 13, 841 children who were under the age of 15 years. The study found that the most common disability was physical disability, comprising 1.7% and mental retardation, comprising 1.4% (Alsekait M., 1993) In another study that was conducted in both the cities and villages, it was found that the incidence of disabilities were higher in the villages than in the cities proving that the cities were better equipped in medical facilities than in the villages. Another important obstacle in the way of arresting the disability issue is the total lack of epidemiological research which in fact could make valuable contribution “to information about prevalence, type and distribution of disability in Saudi Arabia.” (Al- Turaiki M., 2000; Al- Hazmi M., 2000; Alsekait M., 1993) Government Institutions The government of Saudi Arabia has implemented certain policies regarding special education programs for children suffering from various disabilities. Specialized institution for children having disabilities is managed by the Ministry of Education. The Noor Institute for the Blind, Amal Institute for the Deaf, and the Institute for the Mentally Retarded are some of the rehabilitation institutions managed by the Ministry of Education for the children having special needs. Educational Needs of the disabled The educational needs of special children are a cause of both concern and conflict among people, where those who are not in need of the special resources needed to educate such children, frown upon them as a burden on the education system. Special Education is concerned with the children who are handicapped either mentally or visually or have hearing impairment. The curriculum, number of academic years and educational plan depends on the needs of the disabled child. These children in Saudi Arabia receive notions about the general culture and Islamic culture depending upon their receiving capacities. The “Educational Policy in the Kingdom” is based on the Islamic precept of education for every individual of the nation. This document asserts the right of every disabled child to education. Facilities offered for the disabled The state provided the infrastructure to facilitate the development of institutes which are meant to provide education to children with special needs. These institutes are equipped with specialized libraries, latest tool and educational means. The specially trained teachers are helpful in assisting the children to continue their education in the best possible condition. The kingdom of Saudi Arabia reached its goals in helping the disabled children by formulating and following various policies that were conducive to the development and welfare of the special needs children. For children who are afflicted with a physical disability, the theory of functionalism would greatly help in first of all understanding the kind of physical disability and then setting out limited work only according to the child’s capacity. The government formed various agencies that helped in the early detection of disability in children which helped them to attend schools for special needs children from an early age. These children are taught basic skills of daily life which helps them in integrating with society. Special classes for the disabled students were attached to regular schools which allowed them to participate in normal school activities with other children. In keeping with the Islamic tradition of the country the Koran was copied in Braille characters. Functional theorists believe that in addition to imparting knowledge to disabled children, equally important are skills to be imparted. Therefore, physically disabled children are first taught basic skills like keeping themselves and their surroundings clean. Later on, the children are taught through small activities, the skills that suit their disability based on the theory of Functionalism. Society is composed of various groups competing with each other to make the most of the limited resources available to them. Legislation makes it mandatory for schools to be non-discriminating but in reality it is very different. In many instances we find that education has been commodified, so that teachers have become “providers” and parents are seen as “consumers”, and the relationship between these two entities ceases to be a social obligation, and instead takes on an economic connotation. In order to better understand and thus create appropriate solutions for the educational needs of special children, it would help to apply the various sociological theories which may lead the way in creating newer technology and better educational aids. One of the most important ways of understanding the child’s needs is to approach it from the functional angle, wherein it is important to learn about the subject before intervening in their lives. A Short History of Saudi Arabia’s Educational System In 632 AD, centuries after the birth of Islam, education for both male and female was made a necessary requirement for all Muslims because the teaching of prophet Mohammed in the holy books – the Quran and the Hadith always emphasized the importance of education. The world of Islam emerged as a seat for learning during the period that Europe was mired in the ‘Dark Ages.’ It was during this period that Muslims made major contributions in the fields of medicine, astronomy, art, physics and philosophy. This period was called the “Golden age.” Muslim scholars and scientists became the pioneers in the methods of these subjects and this is what laid the foundation for all the modern sciences which was made available in the 18th century to the European universities. Educational Institutions in Saudi Arabia By the 1930’s formal education was established in Saudi Arabia and later by the year 1945, King Abdulaziz bin Abdelrahman Al-Saud, the founder of the country began to establish many schools in an extensive program he sanctioned. In 1951, almost six years later, the country was equipped with around 226 schools that housed around 29, 887 students. In 1957, the first University was established in Riyadh which is now known as King Saud University. The Ministry of Education was founded in 1954 and in 1975 it was followed by the Ministry of Higher Education. In 1964, the very first government school for girls was established and by the turn of the 19th century schools were built across every part of the Kingdom. In comparing the genders, females make up little more than half of the existing nearly five million students spanning over all the schools and universities in Saudi Arabia. Children with Special needs Children with special needs are especially prone to be kept or shunned away from regular schools during the kindergarten stage because such children are seen as different, and thus it is felt by some that they ought to be put in a different school. The parents’ struggle to have the child admitted into a regular school and they are often met with resistance from those parents whose children are not disabled (Purdue, Ballard, MacArthur, pg.5). Teachers are also unaware of the best teaching practices for special needs children and this makes their task much more difficult, leading to eventual frustration against the child. The “Education for All” (EFA 2000) Assessment made by the World Education Forum reveals that in Saudi Arabia, education of boys with special needs is the domain of the Ministry of Education, while girls are monitored by the General Presidency for Girl’s Education. Vocational training programme for the disabled are conducted by the General Institution for technical education and several other private parties are also enthusiastic partners in the area of education for special needs children. Children with disabilities or rather, those with special needs were up to now denied the right of being educated in public schools. Sahar A. Alkhashrami, of the King Saud University, in his studies has found that due to international exposure and experience, children with special needs are being accommodated more willingly in regular education institutes. Important Theories used for disabled children There are certain theories that work better for children who are disabled. They are- Functionalism (structural functionalism) This theory can be made use of only in certain cases of disability. In functionalism, one has to learn about the disabled person before making use of interventions in order to educate them. This is a systematic process for analyzing difficult behavior. The environmental factors have to be identified and events should be set out so as to predict certain behavior, which in turn paves the way to effective learning. The salient beliefs of ‘functionalism’ are that – 1) Every individual is unique. 2) All persisting behavior serves a purpose and 3) to understand the reason behind such behavior before trying to help the person. In the case of disabled children, work is given according to the capacity of the individual. In the ‘Way Schools Work’ (deMarrais and LeCompte, p. 109) state that “In response teacher will “dumb down” or reduce the amount and complexity of assignments, lower their aspirations for students, and teach less” thus reducing the pressure on the child. Conflict theory (or Marxist theory) Conflict theory as its name suggests is a theory with conflicting views. It is a theory that does not suit all, because it has issues that are always in conflict with each other. According to Conflict theorists, the government dictates the standards in all categories at the national and state levels. These standards are not in conformation to the weaker sections of society and the disabled because it only caters to the upper and middle class and as rightly stated that “improve academic performance by raising standards; often end up increasing the dropout rates they were designed to reduce” (deMarrais and LeCompte, p. 68).  Conflict theorists view the dropout rates in relation to the at- risk students, disabled students and the students who are at a greater disadvantage. They would address the social class origins of the at-risk student and the extent of the disadvantaged students overrepresented among dropouts (deMarais and LeCompte, p. 33). If disabled children attend regular schools they are immediately branded as “low achievers” because “Students are stratified for instruction according to their perceived ability to learn (deMarrais and LeCompte, p.130). The principles of equity are slowly set aside in favor of “efficiency” and “fairness” (Cod, 1993). This makes the case for equal access for services offered and thus parents of children without disabilities may perceive that they are shouldering the burden of special needs children, and this causes resentment, leading to conflict (Purdue et al). This makes the case for providing access to children with special needs, a place in regular schools, extremely difficult. The majority will be disinclined to provide additional resources to the minority, even at the expense of creating a problem in the larger sphere of society. Therefore, in the classroom, making use of the Conflict theory, the children who are at a disadvantage should be provided with a separate yard stick in terms of work as well as assessment, so the question of conflict does not arise. Critical theory De Marrais and Compte view education as a value-laden device which invests the holder of this attribute with power. This calls for a critical evaluation of the methods and tools employed for educating, especially of disabled children. The process of critical evaluation can show the merits of the system in use, while at the same time rectify those which provide no benefit whatsoever, to the targeted group. From an ideological point of view, the critical analysis of methods helps to move towards an egalitarian model and reduce the unequal treatment given to certain individuals (Waters) Inequality in many facets of the educational system whether it is in the form of affluence, social status, caste, creed and abilities have always been looked upon from a critical point of view and if such issues are not resolved would definitely lead to conflict in both the individual as well as the educational system. Current Research to improve education for the disabled Every person is unique and their behavioral patterns are the result of a specific reason. Thus, in order to bring about the desired pattern of behavior, the causes underlying the behavior has to be understood. A child with intellectual special needs requires a different trajectory in the regular approach used for teaching. To enhance their skills of understanding, the maximum use of their senses must be brought out. This could be achieved through ‘functionalism’ by learning about the capacity of the disabled child and then targeting its needs both physically and socially. Seeing, hearing and reading are the conventional senses that are used to convey a lesson; in the case of a child with special needs, the use of taste and touch can be included wherever possible. (Al-Ja’am, et al, pg.97) For example, if the teacher wishes the child to understand the concept of sweet, he may be asked to eat a lozenge, in order to assimilate the meaning wholly. It is also advisable to use objects from a child’s surrounding environment so that he does not expend energy in identifying the object. A child educated with the help of interactive tools gains advantages in speaking, recitation, spelling, and other reading and comprehension skills. This helps the child to interact with peers thus sharpening the social skills, which ultimately aid in improved social interactions. (Al-Ja’am, et al, pg.95) The Arab world is still in the nascent stages in the use of assistive tools and research too is very limited. Researchers at the King Saud University, led by Al-Salman are developing an Arabic Braille system for the blind as well as an Arabic language sign system for the deaf and dumb. The Prince Salman Centre for Disability Research in Saudi Arabia is carrying out research on the use of modern techniques to impart education to dyslexic children. A web based tool called Web Sign has been put forth by Jemni and Elghoul which translates texts into sign language and is expected to help hearing impaired students to decode written texts by using gestures and signs. Another web-based tool called FAHEEM has been developed by Al-Fakheer of the King Saud University to support the educational needs of autistic children. (Al - Ja’am, et al, pg.95) An international trend that is being adopted by the Gulf States including Saudi Arabia is that of early interventions, whereby the special needs students are prepared to join mainstream schools. An important part for development of students with Downs Syndrome is by making them interact with other children. This step ensures that such children have access to the full range of educational opportunities which are available. One of the major challenges faced by the government is the shortage of trained manpower to focus on the needs of the special children. There is a dearth of trained specialist teachers in the area of special needs. In the private sector an American style curriculum has been adopted by many service providers. The students benefit from learning life-skills training and vocational skills. In addition the students also benefit from such therapeutic services as hydro therapy, physiotherapy, art therapy and hippo-therapy which involve horse riding. The Policies and Principles of Education “Education Policy in the Kingdom” is an official document which outlines the care and educational rights of children who have either mental or physical disabilities. In accordance with the precepts laid out by Islam, the nation considers the right to education for every individual as mandatory. The state has set up various institutes equipped with the latest of educational tools and specialized libraries so as to allow such children, the maximum opportunity for education. Training is given to special education teachers, to help them cope better with the needs of these children, and Saudi Arabia has developed greatly in this field of specialized education. Children with mental and hearing disabilities are given preparatory education for two years, after which they continue their primary education for six years followed by intermediate education for three years. After these, they may gain admission into any of the special education institutes. During the schooling period they are learning in differing capacity, with the intermediate period, being taken up for practical, professionally suited education. The visually handicapped child has a slight difference, with the exclusion of the first two years of the Preparatory school. Summary Findings The following were the findings summarized in our study with regard to education for disabled children in Saudi Arabia. The study found that in order to maximize the use of the special policies for disabled education, the Kingdom was striving to first identify children with special needs, so that they can enter the educational stream at the earliest. Their education also works towards enhancing those capabilities which are not affected so that the student may use these capabilities to acquire knowledge and experience. They also work towards identifying those skills which suit the individual best and programs are developed which will best suit these children. The study also found that necessary emphasis is also placed on helping disabled children to acquire skills for daily life situations to allow for better and faster integration into society. Therefore all the three theories of “Functionalism”, Conflict” and “Critical” if made use of in the right manner could serve to help disabled children look forward to a better tomorrow. Adequate health and social services, along with psychological support is given, so that children with special needs know and understand their rights and duties towards the society. Most importantly, the Kingdom works towards ensuring that obstacles and difficulties which may impede their complete integration into normal society are done away with. In order to fulfill the promises made in this document, the Kingdom has passed several regulatory orders, so that these promises are put into practice. These regulatory decisions call for creating special classes attached to the regular primary schools, so that these children can be a part of the regular activities of the school in keeping with their capabilities. Outside schools (without internal divisions) are also created so that deaf and mentally disabled children can continue to live with their families. To enhance learning in blind students, the Koran has been created using Braille characters. Blind children are prepared from five years of age in psychological, social and educational fields, so that they can enter primary schools. Efforts are taken to enhance their sense of touch. Institutes for blind students prepare a separate curriculum for such children, that include courses in psychometric, while in the secondary and intermediate stages, they have typing and computer courses for them. The state also facilitates the admission of these children in institutes of higher learning. The needs of blind children are looked into at the Amal institutes for deaf through curriculum which helps them to understand the public education plan, as well as the use of Arabic sign language for the deaf. In the secondary stage, special needs children are given technical education in typing, computers, electrical engineering, secretarial courses and photography. The number of mentally disabled students in various stages of schooling was 1600 in 1995. The state also offers monetary and material benefit to children with special needs by providing free transportation to students to their special education institute, and for those disabled students who study abroad, free tickets at the beginning and end of the academic year is provided to them and their caretakers. They are also encouraged to enroll in special institutes where they can live free of charge. A child with special needs may have rare mental and intellectual capacities which need to be discovered and nurtured, so that these talents may help society and the nation at large. The study also found that schools, especially those run by the government were implementing integration strategies which have helped children with special needs immensely. It was also found that boys’ school were more advanced in these integration programme when compared to the girls’ schools. The need for educating children with special needs is imperative because around 10% of the world’s population has some kind of disability (Sik Lanyi et al) and in a study conducted by Al Gain and Al-Abdulwahab about 3.73% of Saudis were found to have functional disabilities. (Al-Ja’am, et al, pg. 94) Conclusion The study found that one side of the issue on educating the disabled were addressed, whereas there was still place for improvement. The study also found that that the government has done its best in trying to set up a modern system of education in Saudi, that offers the State – of – the – art quality of instruction in various diverse fields of the arts and sciences. Though the core system remains the study of Islam, yet it encourages its students to learn diverse subjects in order that its citizens are prepared for life and are ready to work in a global economy. Theorists deMarrais and LeCompte points out, team teaching, project-based learning, flexible scheduling, integrated curricula and cooperative approaches to schooling are used by a few teachers and schools but is not the norm (p. 237).  Other recommendations were that the lives and education of children with special needs can be enhanced by making use of the theory of “Functionalism” as its base, in addition to the use of information technology assistive tools. Since 1995, much work has been done in this field. In a survey conducted by Mechling, she found that although Kimball et al (2003:204) had outlined the procedures on creating computer based activity schedules which included photographs and videos with the help of Microsoft Power Point there is very little research to show the success of this model. In passing comments on the present day educational system, (O’Connor, p. 23) states that “To regain control of the educational discourse, teachers and administrators will have to enter the cultural politics which often involves rituals of confrontation.” The study concluded that children with disabilities need to have a system that is tutorial based, so that their communication capabilities are enhanced and would place them in a better position to adapt themselves to the environment and the society at large. References AlEssa M, Ozand P, AlGain S. Awareness of inborn errors of metabolism among parents in Saudi Arabia. Annals of Saudi Medicine 1997; 17(5). Al-Gain, S.I. & S.S. Al-Abdulwahab: "Issues and Obstacles in Disability Research in Saudi Arabia. Riyadh, Kingdom of Saudi Arabia: Prince Salman Centre for Disability Research. Al- Hazmi M. Saudi National Survey of Children with Disability. Prince Salman Centre for Disability Research. Riyadh, Saudi Arabia, 2000. Al- Turaiki M. 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