Exploring parental perceptions of special education in Saudi Arabia
Bibliographic Data
| ID | 22409985 |
|---|---|
| Authors | Abdullah Aljudaya (Imam Mohammad ibn Saud Islamic University, corresponding author) |
| Year | 2026 |
| Volume | 269 |
| Pages | 107420 |
| Publication date | 2026-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Acta Psychologica (JOURNAL) |
| Journal identifiers | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.107420 |
| PMID | 42442189 |
| OpenAlex | W7168155211 |
| Language | EN |
| References cited | 38 |
OBJECTIVES: Special education provision in Riyadh, Saudi Arabia has expanded considerably in recent decades, yet a persistent gap remains between parental expectations and the services their children actually receive. This study addresses an underexplored dimension of that gap by focusing specifically on segregated special education schools-a setting rarely examined in the Saudi literature. It investigates parents' perceptions of individualized instruction, school-family communication, and access to specialized support services, with the aim of identifying factors that undermine alignment between policy commitments and lived experience. METHODS: A qualitative design was employed, using semi-structured interviews with 15 parents of children with developmental disabilities enrolled in segregated special education schools in Riyadh, Saudi Arabia. Data were analysed through thematic analysis to identify recurring patterns in parental perceptions and experiences. RESULTS: Three key themes emerged: parents expected individualized instruction and consistent access to specialized support services but found these inconsistently provided; they experienced limited and largely one-directional communication with school staff; and they felt systematically excluded from educational decision-making, with insufficient cultural responsiveness from school personnel. CONCLUSIONS: These findings reveal structural and cultural barriers that prevent segregated special education schools in Riyadh from meeting parental expectations, despite national policy commitments to family engagement. The study contributes empirical evidence from an underexamined institutional context and points to specific reform priorities: strengthening teacher preparation in disability pedagogy, establishing transparent mechanisms for parental participation in decision-making, and building culturally responsive school-family partnerships.
Context (archaeology) · Cultural diversity · Dimension (graph theory) · Inclusion (mineral) · Perception · Qualitative research · Special education · Thematic analysis · Collaborative Teaching and Inclusion · Family and Disability Support Research · Parental Involvement in Education
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| Citation velocity | historical |
|---|---|
| Highly cited | No |