Meeting the needs of pupils with autism in Qatar: moving forward (original) (raw)
Related papers
Concerns and considerations among caregivers of a child with autism in Qatar
BMC Research Notes, 2012
Background: Autism impacts the lives of the family looking after a child with the condition in different ways, and forces family members to modify their daily lives to suit their reality. To our knowledge, no previous research investigated concern and considerations of parents/caregivers of children with autism in Qatar or the Arabic speaking Middle Eastern region. Methods: Caregivers of a child who was between the age of 3 to17 years old at the time of the study and who was diagnosed with ASD (Autistic Group or AG) were recruited from the two main developmental pediatric and children rehabilitation clinics in Qatar. The control group (non-autism group, or NAG) was represented by caregivers of a non-autistic child between the age of 3 to 17 years old at the time of the study and who were visiting a family clinic of a primary health care facility for routine medical check-up. Data collected from both groups included related to the child (e.g. the child's date of birth, his/her relation to the caregiver, number of siblings, number of hours of sleep in a day, number of hours spent watching television or videos prior to age 3, time spent indoors prior to age 3, absenteeism from school, and use of a nanny to care for the child) and to the caregiver (education level, profession, level of consanguinity using the phylogram method). In addition to these questions, caregivers in the AG were asked specific questions around maternal concern and considerations in respect to the future of their children and the specialized services they receive. Results: Children in the autism group spent more time indoors, watching television, or sleeping than children in the non-autism group. Only around 40% of caregivers in the autism group said they would encourage their child to get married and become a parent when s/he grows up. A number of caregivers of children with autism frequently utilize specialized rehabilitation services; others did express their needs for these services and made comments about having to wait a long time before they were provided with some of the services. Religious faith helped caregivers in accepting having a child with autism. General health-related quality of life did not differ significantly between the caregivers of the two groups, although mental health was consistently poorer in the autism group of caregivers. Conclusions: The study draws attention to the concerns of the families of children with autism and their expectations about the future of their children. The findings can be used by policy makers in planning services to support these families in Qatar.
Mothers’ Perspectives on the Inclusion of Young Autistic Children in Kuwait
Journal of Autism and Developmental Disorders, 2020
There is a lack of information on early childhood inclusive education and the parental perspectives towards the inclusion of autistic children in Kuwait. The aim of this study was to explore the perspectives and experiences amongst mothers of young autistic children regarding the inclusion of their children in general education kindergarten settings. Focus group and individual semi-structured interviews were conducted with (n = 34) Kuwaiti mothers of children with (ASD). The study participants were of the opinion that the behaviours unique to (ASD) can only be managed in highly structured special education settings. The themes that emerged from the interviews demonstrate that the general view amongst the study participants is that the inclusive educational model will not meet the autistic children's needs.
Evaluation of Special Education Preparation Programs in the Field of Autism Spectrum in Saudi Arabia
International journal of special education, 2017
The purpose of this study was to provide information about the effectiveness of the autism spectrum disorders (ASD) preparation program of Saudi universities from the perceptions of pre-service teachers that are currently studying in autism program. It was also to provide information about the number of Saudi universities that offer personal preparation programs for special education teachers preparing to serve individuals with ASD. An ANOVA was conducted to compare the level of satisfaction in five domain areas assessed across university training programs. The results indicated that, overall, students were satisfied with the special education programs quality offered in various Saudi Universities. Only a few concerns related to the ASD teacher’s preparation programs have been found. There are public calls for Saudi Arabia higher-education institutions to be accountable to the importance of producing well-prepared professionals to work with ASD students.
Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research Policy Paper Series, 2024
According to the World Health Organization, autism is one of the most common disabilities in the world. The number of children with a diagnosis of autism continues to rise globally, including in the United Arab Emirates (UAE). Research has established that appropriate educational provision is one of the best ways to support children and young people on the autism spectrum, and that teacher attitudes have a significant influence on the inclusion of these students in school. However, very little research has been undertaken in the UAE. To address this gap, this study was conducted in Ras Al Khaimah to understand the current knowledge and attitudes of teachers toward students on the autism spectrum. Using an online questionnaire, thirty-nine responses were collected from Ras Al Khaimah teachers. The results show that teachers have a mixed knowledge of autism; they demonstrate a good understanding of autism in some areas but also lack information or knowledge in others. Similarly, while they are in favor of inclusive education as a concept, they also expressed concerns about including students who may need additional support because of their communication or behavioral differences. Based on the research findings, this paper recommends steps that can be taken to increase inclusive educational practices for students on the autism spectrum in the emirate.
Facta Universitatis, Series: Teaching, Learning and Teacher Education, 2021
This study aims to compare the development of special education practices for children with autism spectrum disorders (ASD) in Egypt and England and gain an understanding of those factors that enhance or hinder special education in both countries. The study applies a comparative framework method. The findings provide a better understanding of special education practices and factors that enhanced or hindered the special education for ASD across the two countries. The findings reveal that special education practice in Egypt was hindered by low economic status, scarcity of cultural awareness, inadequate financial support, absence of education policy for ASD, and political orientation towards centralization. While, in England education policy, cultural awareness, economy, and scientific technology have been identified as important enhancing factors for special education. The study suggests some recommendations for developing special education for ASD in Egypt.
CHILDREN WITH AUTISM: THE EDUCATIONAL ASPECT
International Journal for Studies on Children, Women, Elderly and Disabled, 2023
In Malaysia, there is a growing number of children with autism, according to the Ministry of Health. Children with autism and other disabilities are enrolled in special education provided by the country's government, the private sector, and non-governmental organisations (NGOs). An NGO that offers educational programmes to children with autism in Malaysia is the National Autism Society of Malaysia (NASOM). There are 15 NASOM centres in Malaysia and there has been a need for more studies on the NASOM branch in Kuantan hence, the study aimed to examine it mainly in terms of its educational programmes. The case study research design was adopted and qualitative research instruments were adopted such as the interview and observation of teachers and students in NASOM who are involved in the programmes. The findings generated three themes: NASOM services, Challenges in teaching children with autism, and Awareness of education for children with autism. The study used a grounded theoretical framework to generate a theory inductively from the data collected. The Theory of the Stakeholder Convergence of the Ideal Ambiance for Children with Autism was produced from the study upholding the importance of converging the stakeholders such as Parents, NASOM, and the public in providing an ideal ambiance for children with autism as they seek education. The paper provides recommendations to stakeholders regarding how to improve NASOM Kuantan's services for children with autism, overcome the challenges, and improve awareness so that children with autism can have a better quality of life in Malaysia. It is hoped that the study contributes to the field of education for children with autism through the theory.
Autism Teachers' Perceptions of Students' Behaviors and Different Education Techniques, in the UAE
Iris Publishers LLC, 2019
Introduction: This study aims to assess the attitude and perception of specialized teachers regarding autistic student’s performance, cooperation and affection of autistic students, in terms of providing the best techniques and environment to reach success in education. Methods: A cross-sectional study was conducted over a period of 4 months. A total of 133 teachers participated in the study from 8 autism centres in the Emirates of Sharjah, Dubai and Abu-Dhabi, In UAE. The questionnaire used included four sections: the demographic information, including the participants’ qualifications and training, where autism students should be in school, and lastly the autism students’ performance, and behaviour. Result: About 133 teachers participated and completed the study, giving a response rate of 66.5%. Majority of participants were well educated and trained to manage communications and aggressive behaviours of autistic students.82% of participants agreed that autistic children should be in special classes. Also, 84.0% of them mentioned that visual education videos could improve the education process of autistic students. Conclusion: Autism teachers’ support using new techniques in autism students teaching, such as visual education. However, teachers had contradicted responses regarding involving students in general or special classes.
Saudi Journal of Humanities and Social Sciences
Background: Autism is a neurodevelopmental disorder that affects communication, behavior, and social interaction. Autism"s estimated prevalence among children was about a 15% percent increase in incidence .Positive teacher attitudes are a vital indicator of the successful education of autistic children. The current study aimed to assess the knowledge and opinions of elementary school teachers toward integrating autistic children in their regular classrooms. Methodology: a descriptive cross-sectional correlational survey research design was used to include 79 elementary school teachers recruited conveniently from two schools located in Jeddah, Saudi Arabia. Two reliable and valid tools were used including autism knowledge and opinion scale in addition to behavioral strategies used by the teachers when they are handling autistic children. Findings: The mean age of respondents were 29.2 years, 86.1% having a bachelor's degree, and only 41.8% having training and experience with ASD. Most respondents 82, 3% had poor knowledge, compared with only 2.5% had good knowledge. Only 40.5% had positive opinions about ASD integration. Additionally, there is no significant association between the demographic background of the respondents, their knowledge and opinions except for their teaching experiences at P≥0.05. Conclusion: The present study concluded and highlighted the inadequate knowledge level of ASD and unfavorable opinions of teachers toward integrating autistic children due to lack of training and attending workshops to improve their qualifications. Therefore, more efforts are required to further enhance the understanding of autism among all teachers who handling those students who are urgently needed.
The purpose of this qualitative study was to explore the unmet needs and experiences of mothers Of ASD children in The Kingdom of Saudi Arabia (KSA). This study employed telephone interviews with eight Saudi mothers raising a child with autism. Questions from a researcher-developed interview guide elicited responses about challenges and unmet needs. Results indicated that the majority of respondents felt they had low to no knowledge of ASD prior to and after their child's diagnosis. Six themes were identified: i) Mothers' identification of their lack of information about their children with ASD, ii) Mother's perceptions about their mental and physical well-being, iii) Mothers' recognition of their constant challenges raising children with ASD,iv) Suggestions to increase public awareness about ASD, v) Mothers' identification of their training needs, and vi) Mothers' perceptions of their children's educational needs. Respondents insisted that cultural issues such as lack of transportation and fathers' involvement did add to their burden. This study recommended that professionals and academics in KSA should take into consideration the unmet needs of mothers of ASD children when designing interventions and services for children with ASD to ensure they are tailored to the cultural context and needs of mothers.