Abstract
This paper is a general literary review. To compare the education system for people with special needs in the Kingdom of Saudi Arabia and the United Kingdom since the two systems were established to identify the best methods of providing services in the two systems and the extent to which the cultural and social dimension affects the provision of those services. The research found through this review that there is a convergence in some methods of providing services and a difference in some of them due to these two countries' different cultural and social nature. Keywords: Special Education Needs in Saudi Arabia, Special Education Needs of United Kingdom DOI: 10.7176/JEP/12-18-09 Publication date: June 30 th 2021
Highlights
Over the last few years, the number of families relocating to the U.K. with children who have learning difficulties has dramatically increased
Parents have decided that they will not inform the schools they are trying to enter that their child might have special needs until they are in the meetings with respective heads, hoping that it will not matter
The young man concerned was placed in a school, which could cater for the need and prepare him for the International School later - if only they had indicated that situation upfront, the situation would have been so different and the distress to parents and child mineralized
Summary
Over the last few years, the number of families relocating to the U.K. with children who have learning difficulties has dramatically increased. Under conditions existing in the early 1990s, the problem can only become more acute because the Fifth Development Plan projected 45,000 female elementary school graduates in 1995 and only 38,000 male graduates This increase in women graduates has not been met by a commensurate increase in higher exceptional education opportunities. (Abu Harb, 1992) Special students selected to receive government funding to study abroad in 1992 received tuition, lodging, board, and transportation allowances Those intending to study science or technology received an additional stipend as an additional buffer against such potential problems, an orientation program in Islamic and foreign cultures offered at Imam Muhammad ibn Saud Islamic School for special students to go abroad. The growing number of graduates in religious studies--in 1985, 2,733 special students in the Islamic School of Medina and more than 8,000 in Muhammad ibn Saud School in Riyadh--was a potential source of disaffection state and its modernizing agenda
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