Twice-Exceptionality in the Kingdom of Saudi Arabia: Policy Recommendations for Advances in Special Education

International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/

Y

19

Foreign Countries; Exceptional Child Research; Special Education; Special Needs Students; Educational Policy; Related Services (Special Education); Program Implementation; Educational Planning; Educational Objectives; Educational Practices; Politics of Education; Change Strategies; Policy Formation; Teacher Education; Intervention; Program Evaluation

0827-3383

The adoption of the principle of Education for All has catalyzed major efforts in special education throughout the world, and the Kingdom of Saudi Arabia (KSA) has developed educational policies to meet the special education needs of students since the late 1960s. Despite these efforts, there is no current policy in the KSA that provides specific services for twiceexceptional (2E) students. This paper presents recommendations for implementing a policy for 2E students in the KSA using the conceptual framework for policy planning developed by the United Nations Educational, Scientific and Cultural Organization (Haddad, 1995). The general issue of twice-exceptionality is reviewed, and processes for policy development, practitioner training, service interventions, and evaluation procedures specific to the KSA are presented. In keeping with research from the United States, recommendations emphasize the importance of a multifaceted approach to identification and intervention with 2E students.

As Provided

64

2018

EJ1185585