Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia.
The experiences of special education teachers in Saudi Arabia are quite different from the experiences of their counterparts from other countries as they work in a unique culture and educational system. The educational system in Saudi Arabia is gender segregated, and the Saudi Arabian Ministry of Ed...
| Published in: | Journal of Autism & Developmental Disorders Vol. 56; no. 3; pp. 1211 - 1227 |
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| Main Authors: | , |
| Format: | research tables/charts Journal Article |
| Published: |
Springer Nature
Mar2026
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191886357&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191886357 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Mar2026 vid: 56 iid: 3 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 191886357 180443595 191886357 191886357 10.1007/s10803-024-06611-z 191886357 ppf: 1211 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Autism and Communication Skills: Perspectives of Special Education Teachers in Saudi Arabia. aug: au: Alqunaysi, Rayan Meadan, Hedda affil: https://ror.org/04jt46d36 Department of Special Education, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia sug: subj: Autism Spectrum Disorder Education Communication Skills Education, Special Teachers Psychosocial Factors Faculty Attitudes Human Male Female Adult Saudi Arabia Qualitative Studies Educational Status Professional-Family Relations Interprofessional Relations Professional Practice, Evidence-Based Program Evaluation Thematic Analysis Exploratory Research Semi-Structured Interview Audiorecording Videorecording Videoconferencing Adult: 19-44 years Male Female ab: The experiences of special education teachers in Saudi Arabia are quite different from the experiences of their counterparts from other countries as they work in a unique culture and educational system. The educational system in Saudi Arabia is gender segregated, and the Saudi Arabian Ministry of Education (MoE) provides an equal budget, salaries, and subsidies and implements the same policies and uses the same curriculum regardless of the location, size of the city, or the number of students. This country's unique characteristics may influence special education teachers' experiences, which raises the need to investigate and understand the experiences of Saudi special education teachers. We sought to understand the experiences of special education teachers in Saudi Arabia, focusing on teaching communication skills to autistic students. We conducted semi-structured interviews with 13 Saudi special education teachers to gain deeper insights into the experiences of these teachers within the Saudi context. The themes that emerged from the interviews revolved around evaluating and teaching communication skills, the role of the Saudi MoE, and the perceived challenges and needs related to teaching communication skills. Building on our findings, we propose a set of recommendations for special education teachers and the Saudi MoE. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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