Abstract
The study aimed to identify the educational requirements of families with autism disorder in Saudi Arabia by identifying the requirements of early intervention for children with autism disorder in Saudi Arabia, the requirements of educational opportunities and the requirements of family support systems in education. For families with autism disorder in the age group (from birth to 20 years) and enrolled in schools of the Ministry of Education. To achieve this goal descriptive approach, the sample consisted of (60) families of autistic people in the Kingdom of Saudi Arabia and were selected randomly. For the purpose of the study, the researcher prepared a questionnaire consisting of (30) paragraphs in three main areas that achieve the objective of the study. The veracity of the questionnaire was verified by presenting it to a group of experts and specialists. The stability of the questionnaire was calculated with a stability rate of 0.8698, The results showed the following: Individuals in the sample did not agree to the availability of early intervention requirements for children with autism disorder in Saudi Arabia and the requirements of family support systems in education in Saudi Arabia. Somewhat on the MTV Access to education for people with autism in Saudi Arabia.
Highlights
The study aimed to identify the educational requirements of families with autism disorder in Saudi Arabia by identifying the requirements of early intervention for children with autism disorder in Saudi Arabia, the requirements of educational opportunities and the requirements of family support systems in education
For the purpose of the study, the researcher prepared a questionnaire consisting of (30) paragraphs in three main areas that achieve the objective of the study
The stability of the questionnaire was calculated with a stability rate of 0.8698, The results showed the following: Individuals in the sample did not agree to the availability of early intervention requirements for children with autism disorder in Saudi Arabia and the requirements of family support systems in education in Saudi Arabia
Summary
المقياس الثلاثي (من 1.00إلى ،)1.67وهي الفئة التي تشيرإلى خيارغيرمتوفرعلى أداة الدراسة. ويتضح من النتائج في الجدول ( )13أن أفراد عينة الدراسة موافقون بصورة جزئية على توفر أربعة من متطلبات التدخل المبكر لطفل ذوي اضطراب التوحد في المملكة العربية السعودية تتمثل في العبارات رقم المتخصصة بشكل عام ،إضافة إلى قلة الفرص الوظيفية المتاحة لهم. .3جاءت العبارة رقم ( )3وهيُ ":تقدم للطفل من ذوي اضطراب التوحد خدمات التدخل المبكر في برنامج غرف المصادر أو الخدمات المساندة داخل المدرسة " بالمرتبة الثالثة من حيث موافقة أفراد عينة الدراسة على عدم توفرها بمتوسط ( 1.38من )3وهذه النتيجة تعبر عن قصور دمج ذوي التوحد في فصول التعليم العام بالدمج
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