INCLUSION
3. Laws, Plans, Policies and Programmes
6. Teachers and Support Personnel
Inclusive education
According to the Ministry of Education, “Kingdoms education policy is inclusive of many essentials and factors that are related to the domain of special education such as: respecting the dignity of individual and provide proper opportunities to develop his skills/abilities, so he/she can contribute in national development (Article 36); taking care of students slow in their studies and work on eliminating causes of this underdevelopment and create temporary and permanent programs as per their needs (Article 55); special education and care for mentally and physically impaired students, and making education a common for the children of nation as per the Islamic teachings (Article 56); the country should focus on education for physically and mentally disable persons as per its abilities and create special cultural curriculum and diversified training in confirmation with their situation (Article 188)”.
Also, the national strategy aims to emphasize on developing general education in such a way that provide inclusive learning opportunities and support systems to all students through following policies:
- “Develop policies related to identifying special needs students and categorize them.
- Develop scientific tools to identify special needs students and their necessities.
- Develop awareness and perception, and building policies, and work plans to integrate physically and mentally disabled students in general education.
- Provide balanced enrollment opportunities for equal and suitable education in special education schools without any discrimination in terms of gender, social status, geographical location, or the nature of the disability.
- Provide tailored learning opportunities for differently-abled gifted and talented students.
- Setting up school support systems for students at risk.
- Provide other or alternative opportunities for lifelong learning for those who are outside of the educational system or not enrolled in schools.”
The page web devoted to children with deficiencies highlights that “Education departments must ensure that regular schools are offering education that is inclusive of exceptional students along with provision to normal students. Departments must also work on modification or elimination of any requirements or conditions preventing the admission of exceptional students into regular programs to ensure the efficacy of the education system”. “The education strategy of 2016-2020 ensures the provision of quality equitable education inclusive of all and enhancing opportunities of lifelong learning for all through the provision of equitable opportunities of quality and inclusive education to all society members of both sexes, whether they are normal, gifted, with a disability, senior or illiterate. This effort shall span all education and training levels across all regions and governorates of the Kingdom. In addition to enhancing the flexibility of student mobility and transfer between education and technical or vocational training programs, and between education institutions and technical or vocational training institutions. The first strategic objective of the Ministry of Education in the National Transformation Program 2020 stated to provide access to education to all student segments through the increase of the capacity for students with disabilities aged 6 to 18 from 58,600 to 2,00,000 Saudi children.”
Special Education Needs
The country identifies "special education" categories but does not provide a direct definition of special educational needs students. Special education categories are: Hearing Disability Visual Disability Mental Disability Learning Disability Multiple Disabilities Autism Disorder Behavioral and Emotional Disorders Health and Body Disorders Language and Speech Disorder Attention Deficit Hyperactivity Disorder Deaf-blind. However, the website of the Ministry of Education -Children with Deficiencies highlights “Equality in education for disadvantaged children (Children with a disability, orphans and the like)”.
Article 2 of Procedural regulations to organize institutes and programmes offering special education in the Ministry of Education (2002) highlights the objective of special education as qualifying children with special needs to prepare them for public life and their integration in it. Similarly, Article 73 highlights that special education - whether in the form of special education classroom or resource rooms or mobile/touring teachers or teaching advisors – is considered an integral part of the school setting and that the school administration is fully responsible to manage those programs effectively and to offer them all the resources it would offer to its other programmes targeting other students.
Students with special needs are to participate fully in curricular and extracurricular activities inside and outside of school and they are expected to make full use of the schools’ facilities (p. 38). This document highlights that mainstream schools are the natural environment for students with special educational needs. According to the web site on the rights of people with disabilities, integration education is “integrating students with disabilities in general educational schools and providing educational and rehabilitation support services that ensure that they do not fall behind their classmates academically” and “creating an educational environment in the integration schools and train their employees to achieve a healthy learning environment.”.
This integration is implemented through two types: partial mainstreaming and full mainstreaming. The partial mainstreaming is self-contained classes in regular public schools, while the full mainstreaming is accomplished through special education support programs, which include resource room programs, itinerant teacher programs, and teacher-consultant programs.
The mainstreaming programmes in Saudi Arabia focus on different categories of disability by targeting two groups of students. The first group includes gifted, learning disabled, physically disabled, behavioural and emotional disturbed, communication problems, hard of hearing, and low vision. These categories are already in regular schools but without special education services. Thus, mainstreaming programmes provide such services. The second group consists of categories of blind, deaf, intellectual disabilities, autism that is educated in separate special schools or self-contained classes. These categories need to be mainstreamed into regular schools.
According to a study of 2011,”students with mild learning disabilities receive their educations in typical classrooms with some support from special education services such as resource rooms. These students also fully participate in the general education curriculum with some modifications and accommodations. Students with mild and moderate cognitive disabilities still receive their education in separate classrooms in public schools. They do share some time with their typically developing peers in noncurricular activities such as lunch or recess. The schools provide special education curriculum to these students, which is different than the general curriculum provided their typically developing peers. Students with mild to moderate disabilities attend elementary schools from ages 6 years to 13 or 14 years, followed by middle school until age 18. (…) Students with severe disabilities often are educated in segregated settings (..). These institutes provide residence, food, financial aid, and assistance to students with moderate, severe, or profound intellectual disabilities, multiple impairments, and autism.”
However, the website of the Ministry of Education on the page of Children with deficiencies mentions that “the organizational regulations of special education institutes and programs administered by Ministry of Education build on the following principles and tenets:
- “States have made available the education system and schooling for normal children reaching school age, wherever they are on the vast land of our country, and took it upon itself not to leave any exceptional child without special education services in the best possible educational environment that ensures learner benefit.
- How accepting and adapting the normal children teacher is with exceptional children, is the prime factor towards the success of an exceptional child educational journey along with their normal peers.
- School principals can play a major role in helping children with disabilities more engaged and responsive with their school. Principals are called for more adaptive and more capable management practice in diversifying learning options and supporting those students who are facing challenges or difficulties.
- The school facility designed for normal students is supposed to be free from all obstacles hindering students with disabilities' use of its amenities.
- Education departments must ensure that regular schools are offering education that is inclusive of exceptional students along with provision to normal students. Departments must also work on modification or elimination of any requirements or conditions preventing the admission of exceptional students into regular programs to ensure efficacy of the education system”.
The Ministry of Education operates the Noor Institute for the Blind, the Amal Institute for the Deaf and the Institute for the Intellectually Disabled. Meanwhile, the Ministry of Labor and Social Affairs operates Career Rehabilitation Centres in Riyadh, Taif and Damman, Social Rehabilitation Centres for the Severely Disabled in Riyadh, Al-Ahsa and Medinah, Comprehensive Rehabilitation Centres in 5 regions, the Institute for Paraplegic Children in Riyadh and Taif.
Saudi Arabia has not ratified the UN Convention against Discrimination in Education but ratified the UN Convention on the Rights of the Child in 1996. Article 30 of the Saudi Constitution (2005) also stipulates that “the State shall provide public education and shall commit itself to the eradication of illiteracy”. Article 55 of Education Law 1389 (1970) stipulates that the Ministry is to help those who lag in their studies by helping remove the obstacles that might cause such lagging and retardation in their educational process.
The General Educational Policies of Saudi Arabia were established in 1970 and include 236 articles that outline the overall goals and purposes of education in Saudi Arabia, based on the Islamic religion. Schools, institutes, and universities in the education system in Saudi Arabia will be under the responsibility of the Ministry of Education.
Disability
Saudi Arabia acceded the UN Convention on the Rights of Persons with Disabilities (CRPD) in 2008. Saudi Arabi's Vision 2030 states: "we will also enable those of our people with disabilities to receive the education and job opportunities that will ensure their independence and integration as effective members of society. They will be provided with all the facilities and tools required to put them on the path to commercial success" (p. 37). In this regard, Article 56 of Education Law 1389 (1970) states that the Ministry is to offer special education and care for physically and mentally disabled students, guided by Islam’s teachings that education is a right for all. Similarly, Article 2 of the Code for the case for disabled persons in the Kingdom of Saudi Arabia (2000) stipulates the right of persons with disabilities in education. Education includes pre-school, basic and secondary education, vocational training and higher education and to be offered in ways suitable to the capabilities and needs of people with disabilities and that facilitates their access to these services. The article also highlights the importance of ongoing assessment of curricula and services offered.
The web page on the rights of people with disabilities of the government of the Kingdom of Saudi Arabia states the objective to “provide educational services to students with disabilities at all stages in a way that best suits their abilities and caters to their needs, as well as respecting the advanced capabilities of children with disabilities and their right to maintain their identity and facilitate the services provided to them with continuous improvement.”. On the same page are mentioned : Exceptional Education, Integration Education and Higher Education.
The Law of disability was enacted in 2000 through a cabinet resolution. The Basic Law of Saudi Arabia, the most important legal document in the Kingdom), states in Article 26: “The State shall protect human rights in accordance with the Islamic Shari’ah,” which encourages the elimination of prejudice and discrimination on any basis, including disability.” A Disability code was enacted in 2000 “to guarantee that people with disabilities have access to free and appropriate medical, psychological, social, educational, and rehabilitation services through public agencies. This legislation further “requires these agencies to assist eligible people in areas including welfare, habilitation, health, education, training and rehabilitation, employment, complementary services, and other areas”.
In terms of policies and strategies, the Saudi Arabian government enacted the General Education Policy in 1970. The plan offers guidelines that are required to protect students with disabilities at all educational levels. Goal 8 of the MOE’s Strategy (2016-2020) is “to guarantee a good and fair education that is inclusive of all and that promotes life-long learning opportunities for all”. Under that goal the key strategic initiatives listed include “enhancing education for students with special needs” and developing “a comprehensive educational system that offers opportunities for quality education for students with special needs” (p. 18). In the same line of thought, the Special Education Policy of Saudi Arabia (2016; link not available) offers guidelines for special education schools and institutes for students with disabilities. It includes educational plans and goals.
A study of 2011 mentions that “the Regulations of Special Education Programs and Institutes (RSEPI) were modelled after those U.S. policies and introduced in 2001. The first regulations for students with disabilities in Saudi Arabia, RESPI outlines rights and regulations for students having disabilities in the Saudi Arabia and requiring special education services. The RSEPI defines the main categories of students with disabilities—mental retardation, learning disability, deafness, blindness, and multiple disabilities—as well as tasks for professionals who work with these students. It also describes an individual education program (IEP), elements of an IEP, and individuals who should participate in planning and providing an IEP. The RSEPI includes procedures of assessment and evaluation for students to determine if they are eligible for special education services. Under the RSEPI, all children with disabilities are entitled to a free and appropriate education, individual education programs, early intervention programs, related services, and transition services. The RESPI also specifies how schools must provide these services to students with disabilities. Thus, RSEPI supports the quality of the special education services in Saudi Arabia.”
Gender
Saudi Arabia ratified the UN Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) in 2000. Goal 8 of the MOE’s Strategy (2016-2020) is “to offer equal opportunities that are of good quality and that are inclusive of all the various elements of society including both genders” (p. 18). According to a 2018 Shadow Report to the CEDAW, “the Saudi Government funds women’s education abroad through the King Abdullah Scholarship Programme. However, the Ministry of Education continues to require a woman to obtain a guardian’s signature before she is allowed to accept a scholarship to study abroad. The Ministry also requires that a male guardian or mahram (close male relative) accompanies her for the duration of her studies abroad”. Saudi Arabia acceded to the Convention on the Rights of the Child in 1996, yet there is no legal minimum age for marriage in Saudi Arabia to date. Yet “it appears that Saudi Arabia is currently considering setting a marriage age of 16 for both sexes, and that this proposal has received support by a majority of Shura Council members most recently in January 2018” (p.17).
Linguistic and ethnic groups
In primary schools, only classical Arabic is used as the language of instruction. In secondary schools, a foreign language, English, is also taught. Private schools may use a language other than Arabic as a language of instruction. There are also schools for American, British, French, German, etc. nationals. In these schools, the teaching of Arabic as a second language is compulsory. Saudis may continue their studies in academic institutions where the languages of instruction are Arabic and English.
Saudi Arabia was among the states that voted in favour of adopting the UN Declaration on the Rights of Indigenous Peoples.
Gifted students
Article 192 of Education Law 1389 (1970) stipulates that the state would provide special care for gifted and talented students to help them further nurture their talents and offer them opportunities in their various areas of giftedness. Article 193 also specifies that the state and the specialized entities develop means for discovering those with special talents and offering them relevant programs and incentives. Furthermore, Article 57 of Education Law 1389 (1970) stipulates that the state would work on discovering and supporting the discovery of gifted students and offering them the needed opportunities through both general and specialized programmes. Finally, Article 194 of this same law states that there would be an emphasis on offering support for scientific research methods for gifted students.
The Ministry of Education established the Administration of special education in 1962. Moreover, the number of special education departments housed in regional education districts throughout Saudi Arabia is increasing. In this regard, in 1999/2000, the Saudi Ministry of Education also established a new department to support gifted students and to provide better coordination between all institutions across the State. In 2001/2002 another department dedicated to gifted female students was established.
In 2015, the Ministries of Education and Higher Education were merged into one entity, the Ministry of Education. An agency of Parallel Education was also created and is competent for special education and the gifted among others.
Article 8 of the Code for the case for disabled persons stipulates that the Supreme Council for Disabled Affairs is to be created and is to be comprised of representatives of the ministries of education and higher education. The Council is to also have two persons with disabilities and two businessmen concerned with issues of disability to be appointed by the Prime Minister. Further, Article 9 of the Code for the case for disabled persons highlights the key role that the Supreme Council for Disabled Affairs would play in drawing policies and procedures or revise existing ones related to persons with disabilities (p. 24).
Currently, the number of regular schools applying this with special resource rooms has reached 1,245 schools across Saudi Arabia and with 27 evening institutes across the country.
Article 188 of Education Law 1389 (1970) stipulates that the state offer education for those with physical and mental disabilities and creates special curricula suitable to their situations. Article 195 of this same law states that curricula for the blind and visually impaired would give priority to religious studies and Arabic language instruction.
That said, the special education curriculum is the same as the regular education curriculum, but with special modification and accommodation based on the type of disability. For example, visual impairment books are printed in Braille, while instructional methods and accommodations are provided to students with learning disabilities.
According to the Ministry of Education website “Educational content also includes a lot of other material which provides interaction between learner and teacher experiences, and what educational process facilitates, and what elements of attraction and thrill it provides and it also provides self-motivation to learners and to get many sources and provide many inclusive climates which cover all the requirements that cater individual differences amongst the learners.”
The Code for the case for disabled persons aims to coordinate with educational and training entities to build and prepare needed human resources specialized in the disability sector and training them.
- Article 4(3) lists several specific details regarding teacher preparation, highlighting the need for them to have received a university degree at least plus a diploma in special education or the equivalent.
- Article 5(3) to 13(3) highlight needed qualifications of teachers for visually impaired students, for teachers dealing with students with mental disability and learning difficulties, gifted students, students with autism, students with behavioural disorders, multiple disabilities, health and body disability and communicative disorders.
In this regard, the Special education policy in Saudi Arabia (link not available) identifies the main guidelines on how to cater for students and individuals with disabilities and “clearly outlines what mainstream teachers need to do, as well as requirements for specialist teachers” (p. 951).
Saud University was the first university in Saudi Arabia and the Arab region to establish a Bachelor’s degree in Special Education. The Department of Special Education at King Saud University played a significant role in the development of Teacher education in the field of special education in Saudi Arabia. Now, there are more than 11 Special Education Departments in Saudi Universities.
Finally, NGOs and international organizations play a crucial role in teacher training. Saudi Arabia - UNICEF completed its commitments under the joint programme on child safety’ with the Arab Gulf Program and the Ministry of Education to address topics in child psychology, child protection and safety and early childhood development more broadly in kindergartens. Initially, a basic training package (completed in 2016) was developed and mainstreamed into the Ministry’s training programme, reaching 8,356 educators in 45 regions of the country. Additional topics identified by the Ministry and teachers were then tackled through an advanced manual, which was completed in 2018. UNICEF Gulf Area Office continued to collaborate with the Ministry of Education and the national family safety programme on a national bullying prevention programme that has reached 7,558 individuals in the school system (counsellors, principals, supervisors and teachers). The content features in the Ministry’s routine training of teachers.
Saudi Arabia has no national education monitoring report. Some education indicators are presented on the website of the Ministry of Education. Moreover, the general authority for statistics publishes the results of the education and training survey.
