Abstract
Background
The demand for educational and social inclusion of children with intellectual disabilities continues to grow throughout the world. Factors contributing to the increasing demand include family advocacy efforts, shifting views about the nature of disability, and increased international recognition of the rights of children with disabilities. In the 1970s, Saudi Arabia began investing in educational services and supports for students with disabilities in both segregated and mainstream education settings.
Methods
Policies for children with intellectual disabilities were identified and analysed using the disability policy analysis model recommended by Turnbull & Stowe (2014). Then in two subsequent rounds of analysis, two other researchers reviewed, confirmed, and verified the conclusions.
Findings
Saudi Arabia's recent policy provisions for children with disabilities have included an emphasis on inclusion in general education schools. However, as with many countries, these policies have not yet been systematically implemented. Many students with more complex learning and behavioural needs continue to be excluded from general education classrooms.
Conclusion
Recommendations to support the implementation of inclusive educational services for students with intellectual disabilities in Saudi Arabia are provided.
Accessible summary
This paper is about the history of access to educational services for individuals with intellectual disabilities in Saudi Arabia.
We consider the history of special education, describe the evolution of services, and analyse legislation related to the inclusion of children with intellectual disabilities.
Finally, we make recommendations to inform policy, such as those proposed in Saudi Vision 2030.