Enhancing special education programs' curricula for students with intellectual disabilities in saudi arabia: A call for personalized approaches and inclusive practices.
Current Saudi middle and high school curricula fail students with ID—individualized, ABA-based teaching is the clear next step.
01Research in Context
What this study did
Brugnaro et al. (2024) asked Saudi teachers, parents, and school leaders about the current special-education curriculum for students with intellectual disability.
They used a survey. The questions focused on academic progress and daily-life skills.
What they found
Stakeholders agreed: the existing curriculum gives weak results.
Students leave middle and high school with few useful skills.
Everyone wants lessons built for each learner instead of one-size-fits-all plans.
How this fits with other research
Pitts et al. (2019) show the problem can be fixed. A UK special-needs school added ABA strategies across all subjects. After one school year, pupils gained communication, play, and self-help skills.
Solis et al. (2025) found a similar mismatch in reading classes for students with autism. Teachers spent almost no time on word recognition even though half the kids needed it.
Together, these studies say the gap is not the students—it is the curriculum design.
Why it matters
You can start small tomorrow. Pick one learner with ID. Write a quick task analysis for a life skill they need, like making tea. Use prompts and praise. Chart the steps. One skill at a time, you build the individualized program Saudi schools still lack.
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02At a glance
03Original abstract
BACKGROUND/AIMS: In Saudi Arabia, students with intellectual disabilities (ID) receive some of their education through textbooks. However, using textbooks with students with ID contradicts the principles of providing services based on individuals with ID needs personalized plans to develop their individual abilities. This study aimed to investigate family and teacher perceptions of middle and high school curricula for students with ID in Saudi Arabia. This study focused specifically on the extent to which these curricula contribute to the development of academic and life skills among these students. METHOD AND PROCEDURE: A 21-item scale was used to measure the perceptions of family members and teachers of individuals with intellectual disability. The scale validity and reliability were examined and supported. The sample comprised of 113 family members and 111 teachers of students with ID. OUTCOMES AND RESULTS: Family members and teachers both expressed low satisfaction regarding the improvement in academic and life skills of students as a result of the current curricular in the surveyed programs. Additionally, they conveyed dissatisfaction with the overall outcomes of services provided for individuals with intellectual disabilities. CONCLUSIONS AND IMPLICATIONS: This study highlights the inadequacies of a one-size-fits-all approach to designing curricula for students with ID. There is a need to improve and enhance curriculum content to meet the diverse learning needs of these individuals.
Research in developmental disabilities, 2024 · doi:10.1016/j.ridd.2024.104785