Abstract
Saudi Arabia has been consistently honing its educational services for students with Learning disabilities (LD) since the recognition of the category by the Ministry of education in 1996. This review includes scholarly published articles and government websites to address the following research questions: 1) What were the main factors to influence the educational services offered to students with LD in Saudi Arabia within the past decade? 2) To what extent have these changes been implemented across genders? We conclude that the main factors include: legislation implementation, government support, awareness level of the society, globalization, and an increase in specialized cadre of Saudi special education professionals. Also, at this time, the LD services are equal across gender. Future research should focus on establishing a more specialized identification process, and provide greater training opportunities for both general and special education teachers on the needs of students with LD. Also, the authors suggest that highlighting the impact of collaboration between regular and special education teachers are essential.
Highlights
Saudi Arabia is not known for its social and cultural changes, much has been changing in the field of education, in terms of gender equality and learning disability (LD) education
The purpose of this paper is to investigate the factors that influenced the reform of practical special education services in Saudi Arabia for students with learning disabilities
The purpose of this paper was to highlight the factors that have profoundly influenced the reform in service provision for students with LD in Saudi Arabia
Summary
Saudi Arabia is not known for its social and cultural changes, much has been changing in the field of education, in terms of gender equality and LD education. In 1925, when public schooling became official in Saudi Arabia, females did not have access to schools (Al Harbi, 2014). In 1960, King Faisal established public schools for females separate and unequal to the education that was available for males (Al Harbi, 2014). Public education for females faced several obstacles (Al Harbi, 2014), female literacy rate reached 91 percent in comparison to 97 percent for men (World Economic Forum,2014). The Saudi government has encouraged and financially supported the education sector to ensure that all individuals, regardless of gender, age and race is provided access to free and equal education (Alquraini, 2011)
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