Almakrob Ahmed Yahya, Alduais Ahmed, Mhone Alex S M, Be Borey
Department of English, College of Sciences and Humanities, Prince Sattam bin Abdulaziz University, Al Kharj, Riyadh Province, Saudi Arabia.
Ibb University, Ibb, Ibb Governorate, Yemen.
F1000Res. 2024 Dec 9;13:1062. doi: 10.12688/f1000research.155002.2. eCollection 2024.
Traditional educational frameworks in Saudi Arabia have historically adopted a deficit-based approach to special education, potentially overlooking the benefits of neurodiversity. As global educational paradigms shift toward inclusive practices, examining the alignment of Saudi special education laws with neurodiversity principles becomes crucial. This content analysis study aimed to explore the existing literature on special education in Saudi Arabia to ascertain whether the laws and policies support or hinder the practice of neurodiversity, a concept that is gaining international recognition but remains nascent in Saudi Arabia. A systematic literature search was performed in Web of Science and Scopus, yielding 21 relevant studies after screening and application of inclusion criteria. A content analysis was conducted, focusing on the categorization of data relevant to special education laws and their implications for neurodiversity. The analysis identified seven key categories, including Implementation of Inclusive education and transition services, that reflect the current state of special education laws in relation to neurodiversity. A conceptual model was developed, illustrating the potential of special education laws to both support and impede neurodiversity in Saudi Arabia and potentially worldwide.
沙特阿拉伯传统的教育框架历来在特殊教育方面采用基于缺陷的方法，这可能忽视了神经多样性的益处。随着全球教育范式向包容性实践转变，审视沙特特殊教育法律与神经多样性原则的一致性变得至关重要。这项内容分析研究旨在探索沙特阿拉伯特殊教育的现有文献，以确定法律和政策是支持还是阻碍神经多样性的实践，神经多样性这一概念在国际上正获得认可，但在沙特阿拉伯仍处于起步阶段。在科学网和Scopus中进行了系统的文献检索，在筛选和应用纳入标准后得到了21项相关研究。进行了内容分析，重点是对与特殊教育法律相关的数据及其对神经多样性的影响进行分类。分析确定了七个关键类别，包括全纳教育的实施和过渡服务，这些类别反映了特殊教育法律与神经多样性相关的现状。构建了一个概念模型，说明了特殊教育法律在沙特阿拉伯乃至全球支持和阻碍神经多样性的可能性。
