{"id":9676,"date":"2011-08-05T14:14:51","date_gmt":"2011-08-05T10:14:51","guid":{"rendered":"https:\/\/mideastposts.com\/?p=9676"},"modified":"2011-08-07T19:15:42","modified_gmt":"2011-08-07T15:15:42","slug":"a-promise-deferred-special-needs-in-saudi","status":"publish","type":"post","link":"https:\/\/mideastposts.com\/middle-east-society\/a-promise-deferred-special-needs-in-saudi\/","title":{"rendered":"A Promise Deferred: Special Needs in Saudi"},"content":{"rendered":"

\"\"<\/a>What many people fail to realize about those with special needs is that when a disability occurs in a person (particularly in the case of cognitive ones), more often than not, some other ability is enhanced. These \u2018enhancements\u2019 sometimes result in genius.<\/p>\n

Western society owes it technological and cultural advancements to such individuals. Among\u00a0these individuals\u00a0are Leonardo Da \u2018Vinci (dyslexia), Albert Einstein (ADHD),\u00a0Vincent Van Gogh (mental illness) and\u00a0Helen Keller\u00a0(blind and deaf).\u00a0\u00a0 People like these living in the\u00a0Gulf by in large are not as fortunate.\u00a0The general public\u00a0considers them\u00a0objects of pity. They are\u00a0often\u00a0delegated to a marginal existence because of prejudice and ignorance.<\/p>\n

As a rule, Gulf Arab countries talk big when it comes to doing something about its disabled population, but very little materializes. Believing the disable are\u00a0deficient and unwilling to admit the magnitude of the issue, the problem is most often sidestepped by some annual ceremony where a token sum is thrown at some state funded mechanism or\/and a few photo opts at a school that treats the most severe cases.<\/p>\n

To its credit, Saudi Arabia, has adapted a policy of inclusion since mandating through the legislation of the Disability Code. Modeled after the American Disabilities Act (ADA), passed into law in 2000, it is supposed to \u201cguarantee that people with disabilities have access to free and appropriate medical, psychological, social, educational, and rehabilitation services through public agencies.<\/p>\n

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 (Prince Salman Center for Disability Research, 2004). \u201c To develop policy to implement the law, \u201cThe Regulations of Special Education Programs and Institutes (RSEPI) were modeled after those U.S. policies and introduced in 2001.<\/p>\n

The first regulation for students with disabilities in Saudi Arabia, RESPI outlines rights and regulations for students having disabilities in Saudi Arabia and requiring special education services. The RSEPI defines the main categories of students with disabilities\u2014mental retardation, learning disability, deafness, blindness, and multiple disabilities\u2014as 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.<\/p>\n

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.\u201d \u201cIn summary, these policies support the equal rights of individuals with disabilities in obtaining free and appropriate education.”<\/p>\n

Even though these laws were passed almost a decade ago, they are not practiced in the real world with students with disabilities. In fact, the lack of the effective implementation has created a gap between the framework of these laws and the provision of services, resulting in a lack of special education services for some students with disabilities.<\/p>\n

\u201cSome students with disabilities\u201d meaning the majority\u2014since 8 to\u00a010 percent of any given population has some type of exceptionality. Like many Gulf countries, treatment is focused on extreme cases (such as developmental or profound) while the mild cognitive disabilities; the most treatable and largest segment of the typical exceptional population capable of being helped under the inclusion scenario, are ignored. Outside some research stating the obvious need, no definable plan remotely approaching an U.S. ADA type inclusion model appears to exist. Authentically speaking, staff and teacher acceptance and awareness of special needs in Saudi schools\u2014even among Saudis with post graduate degrees, for the most part, is non-existent.<\/p>\n

Of the many ways to tackle the implementation of an inclusion program in Arab schools, there are a few matters that must be taken into consideration as was\/ is the practice of American schools under the ADA.<\/p>\n

These are:<\/p>\n