Educating students with autism spectrum conditions (ASCs) in Saudi Arabia: Policy,

Practice and Provision for Inclusive and Special Education

By

Hanan Almasoud

13th April 2013

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Hanan Almasoud a professional in the field of autism since 2008 as a

lecturer, researcher, supervisor and trainer of teachers and paraprofessionals in

Saudi schools and centres. She offers consultation for parents, teachers and

volunteers from many charities, associations and organisations locally and

internationally. Based on her experience and in-depth reading, the following

paper is intended for professionals interested in educating students with ASCs

from primary school to higher education in Saudi Arabia.

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Introduction

With a growing number of Saudi children being diagnosed with autism spectrum

conditions (ASCs), the Saudi government has expanded the services offered to them, and

students with other types of disabilities, in schools and universities. To support this positive

trend towards mainstreaming and improving attitudes, I will discuss the education of these

students in the Saudi education system in terms of current services and future plans for

inclusion in schools and universities.

I will first provide a brief definition of ASCs and the difficulties that face the

individuals affected, before discussing the role of the Ministry of Education in terms of

including and supporting these students. I will also discuss the different types of educational

placements for pupils with ASCs, according to the severity of the disability, in different

regions of Saudi Arabia.

Although services and support for individuals with ASCs in Saudi Arabia have

expanded during the past decade, little attention has been paid to adults affected by the

condition, both in theory and in practice. Therefore, in an effort to fill this gap, I will focus on

the area of higher education and particularly the role and policy of the Ministry of Higher

Education in inclusion and in offering support services. Finally, I will discuss the issues

surrounding practice, with the overall purpose of offering improvements for the higher

education system and the staff who may find working with these students challenging and

frustrating. Little is known about supporting adults with ASCs in Saudi Arabia. Therefore, a

case study will illustrate the current situation, identify specific culture considerations and

address the limitations of the case study in terms of generalising the setting and other cases.

Autism spectrum conditions (ASCs)

Autism is a lifelong condition that affects the individual’s ability to communicate and

socialise. It is also associated with sensory sensitivity, repetitive behaviours and narrow

interests, and can affect the individual regardless of their social, economic and/or cultural

background. The cause of autism is still unknown, and much research is being conducted

internationally to investigate potential causes (Yollin, 2008; Al-Salehi and Ghaziuddin,

2009). However, many studies show that with early intervention services and appropriate

education the individual affected by the condition can lead an independent and satisfied life

and fulfill their role in the community (Mrichd, 2010).

The role of the Ministry of Education in including and supporting students with ASCs

The Ministry of Education’s strategic plan (2012–2016) relies on research conducted

at the King Abdul-Aziz City for Science and Technology (KACST) (2012), which shows that

ASCs affect between four and six people per thousand in Saudi Arabia. However, this

number refers to all conditions, from mild to severe, and does not tell us how many

intellectually able students attend Saudi mainstream schools, special schools and/or units

(Awwad, 2012). Interviewed on the Al Thamina Talk Show on MBC1 (12 May 2012) about

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the educational rights of individuals with ASCs in Saudi Arabia, Al Ghanim, the head of the

Intellectual Education Institute in Riyadh, indicated that the Ministry of Education is

currently supporting only 720 pupils in 57 mainstream programmes in Saudi public schools

(Video Dailymotion, 2012).

The vision of the Ministry of Education in including and supporting Saudi students

with ASCs is to offer excellent provision, services and educational programmes that can help

in meeting their unique needs. According to the strategic plan, the Ministry aims to provide

high standards in management, diagnosis, admission, teachers’ performance, appropriate

education environments and mutual support and services with global partners (Awwad,

2012). The plan also includes development according to Islamic principals and values, for

instance equality, teamwork, solidarity, professionalism and high performance. The Ministry

expects to achieve high global standards in autism programmes and reach a satisfactory

performance in respecting the rights of students with ASCs to access high-quality education

by the end of 2016.

Although this strategic plan was developed successfully and considered parental and

student perspectives, one of the major barriers still facing Ministry officials is the statistics.

Obtaining accurate statistics in Saudi Arabia is not easy, as the shame of the disability, denial

by the families and poor diagnosis services all affect the statistical studies carried out in the

kingdom (Video Dailymotion, 2012; Altaiwlanee, 2009). Consequently, students lack

appropriate support, which in turn affects their academic performance. Another difficulty that

Ministry officials face is the accuracy of the diagnosis. According to the head of a specialist

private centre with more than ten years experience in the field, many parents ask for the

record of their child’s diagnosis of ADHD or learning difficulties to be changed once the

child is capable of attending a mainstream school, in order to avoid exclusion or the stigma of

autism.

Regardless of these barriers, the Saudi government set a budget of 307,300,000 SR for

18 specific autism spectrum programs and projects, as detailed in Table 1.

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The first strategic goal:

Developing an educational environment

for ASC programmes

The detailed goals:

1. Expanding autism programmes

2. Expanding early intervention

programmes

3. Providing ideal buildings for the

education of individuals with ASDs

4. Appling quality systems and

standards in the instructional and

educational environment

5. Developing the regulatory

environment for public

administration of special education

6. Promoting advanced technology

applications in all courses and

educational activities

7. Promoting cooperation between the

school, family and community

The second strategic goal: Improving

educational services for students with

ASDs

The detailed goals:

1. Raising awareness about the rights of

individuals with ASDs

2. Designing quality activities for ASD

programmes

3. Supporting gifted students who have

ASD

4. Enhancing mainstream services for

individuals with ASDs

The third strategic goal:

Raising the professionalism of people

working in the educational programmes

for students with ASD

The detailed goals:

1. Creating professional development

programmes for teachers of students

with ASDs

2. Developing and training

professionals who work in the field

of ASDs

3. Providing systematised measurement

and diagnostic tools for ASDs

4. Devising organisational guides for

people who work in the field of

ASDs

The fourth strategic goal:

Developing a curriculum for students

with ASDs

The detailed goals:

1. Providing a curriculum for students

with ASDs, drawing on successful

programmes offered elsewhere in the

world

2. Implementing high-quality

instruction strategies

3. Developing a fully digital and

interactive curriculum

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Table 1: Brief overview of the strategic plan (2012–2016) of the Ministry of Education for children with

autism spectrum disorders (Awwad, 2012)

Types of educational placements for pupils with ASCs in Saudi Arabia

Services for pupils with ASCs are offered in a variety of locations depending on the

severity of the condition. The Ministry of Social Affairs is responsible for supervising

residential schools and public and private centres that offer services for children and adults

with severe or profound conditions. In some cases, individuals with a moderate disability can

attend these types of educational placement. Students with a mild or moderate disability are

often educated in mainstream schools or special centres supervised by the Ministry of

Education. Table 2 gives details of the types and number of educational placements

distributed throughout the kingdom’s regions.

Type Supervised by Severity of

the disability

City Number

Residential schools

specialising in

autism

Ministry of

Social Affairs

Severe,

profound

Riyadh 1

Private centres

specialising in

autism

Ministry of

Social Affairs

Mild,

moderate,

severe

All areas 51

Public centres

specialising in

autism

Ministry of

Social Affairs

Moderate,

severe

All areas

0

Public special

education institutions

(for learning

disabilities and

autism)

Ministry of

Education

Mild,

moderate

All areas 30

(5 for

females, 25

for males)

Mainstream

programmes

(students with

various disabilities

including autism)

Ministry of

Education

Mild All areas 57

Table 2: Educational placements in Saudi Arabia (Al Maghlooth, 2004; Video Dailymotion, 2012)

Due to the increasing number of students with ASCs in Saudi Arabia (Alyaum, 2011),

and the lack of advocate services, the private sector has exploited families’ need for

appropriate education for their children. Owing to the inability of public schools to accept

students with ASCs, and appeals from parents for free, appropriate public education for their

children, the Ministry of Education now takes responsibility for paying the tuition fees of all

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students with disabilities in Saudi private schools (Al Mater, 2012; Alhayat, 2012). Parents of

children with ASCs receive annual grants of 20,000 SR from the Ministry of Social Affairs,

but this does not fulfil the minimum educational service needs for the student affected by

autism. Table 3 provides a summary of the cost of educating a child with ASCs in Saudi

Arabia.

Type Cost per year (in Saudi

Riyals)

Scholarships funded by

the government to attend a

special centre in an

Arabian country (e.g.

Kuwait, Jordan)

150,000

Education in private

centres specialising in

autism

35,000–40,000

Treatment, training and

rehabilitation

130,000

Table 3: The cost of educating a child with ASCs in Saudi Arabia (Video Dailymotion, 2012)

The role and the policy of the Ministry of Higher Education in including and supporting

students with ASCs

According to Alkhashrami (2000), Saudi universities have two main roles in special

education: the first is to allow the majority of students with disabilities to access higher

education in most available disciplines; the second is the establishment of a Special

Education Department at King Saud University (KSU) in Riyadh to train graduates to teach

individuals with disabilities in special or normal schools. There are twenty-four public higher

education universities and eight private universities in Saudi Arabia open to students with

disabilities (Ministry of Higher Education, 2012) (see Table 4 and Table 5).

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1. Umm Al-Qura University

2. King Saud University

3. Islamic University

4. King Fahd University of Petroleum

and Minerals

5. King Abdulaziz University

6. Al-Imam Mohammad Ibn Saud Islamic

University

7. King Faisal University

8. King Khalid University

9. Taibah University

10. Taif University

11. Qassim University

12. University of Ha’il

13. Jazan University

14. Al Jouf University

15. King Saud bin Abdulaziz University

for Health Sciences

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16. Al Baha University

17. University of Tabuk

18. Najran University

19. Northern Borders University

20. Princess Nora bint Abdulrahman

University

21. University of Dammam colleges

22. Salman Bin Abdulaziz University colleges

23. Shagra University

24. Almajmaah University

Table 4: Public higher education universities

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1. King Abdullah University for Science and

Technology

2. Prince Sultan University

3. Arab Open University

4. Prince Mohammad Bin Fahd University

5. Alfaisal University

6. Al Yamamah University

7. Effat University

8. Dar Al Uloom University

Table 5: Private higher education universities

The level of support and services provided in these universities varies, and only one,

King Saud University (KSU), has started to provide specific services for students with

autism. According to a study published by Alkhashrami (2011), KSU had 181 students with a

disability (145 male and 36 female) in 2007/2008. However, her study only included those

with visual impairment and physical disabilities, with a sample size of only 85 students. She

strongly recommended the inclusion of other students and more research in the area of higher

education and special needs. These students can also access higher education by applying to

scholarship-awarding institutions open to all Saudi students, with or without a disability, from

undergraduate to postgraduate degree level. External scholarships are offered by the

following institutions:

• Prince Salman Centre for Disability Research

• King Abdullah Scholarship Programme

• Prince Sultan City for Humanitarian Services

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To date, I have had the opportunity to research the experiences of a student on the

autism spectrum who is studying computer sciences at a leading public university in Saudi

Arabia. Although this student’s experiences are unique, they have afforded me with valuable

initial insights into the challenges involved in developing accessible higher education. Other

students are either under-diagnosed or, for one reason or another, have not attended higher

education in Saudi Arabia. Little attention has been given to ‘opening up’ opportunities for

students on the autism spectrum to access higher education, despite it being the pathway to

independent life and a basic right for individuals with disabilities (Alkhashrami, 2011).

As mentioned previously, little is known about supporting Saudi adults with ASCs.

Thus, the case study I conducted in 2012 will help guide good practice for Saudi colleges and

universities in supporting such students.

Case study

This case study, conducted in Saudi Arabia, aimed to identify the difficulties facing

adults with Autism Spectrum Conditions (ASCs) in terms of education and employment.

Qualitative data was collected using open-ended, non-standard interviews and content

analysis. As a youth, Khalid was without a job or education for four years. However, with

appropriate support and two months of intensive work, he successfully earned acceptance as

an undergraduate student in computer sciences to one of the best public universities in Saudi

Arabia. The researcher sought to determine where adults with ASD went after high school,

and the in-depth case study investigated the level of support they received and the difficulties

they faced.

Background information

Khalid was born on 19 October 1989. His mother noticed the early signs of autism in

her son from the age of three. He was a victim of diagnostic errors by many major hospitals

in Saudi Arabia, who diagnosed him with mental delay. The doctors emphasised that he

would not be able to attend school as his IQ was no more than 45. The best educational

environment for him was to be a day school, where he could learn basic daily living skills to

help him achieve as independent a life as possible. However, Khalid’s parents were

convinced their son had normal intelligence, which was noticeable in his advanced ability

when playing with Lego and his extraordinary attention to detail.

When Khalid was eight, his family was fortunate to meet Dr. Michael Nester, a

consultant neuropsychologist in the Department of Neurosciences at the King Faisal

Specialist Hospital in Riyadh. Dr. Nester diagnosed him with high-functioning autism and

explained that although Khalid had significant speech and language delay, and social

impairment, his cognitive ability and daily living skills were normal. He certainly should not

be institutionalised or attend any institution for intellectual disability as his IQ was average.

Dr. Nester strongly recommended that Khalid receive his education in regular schools with a

reasonable amount of support, as his only problems were with social and communication

skills.

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Khalid through his school stages

Khalid was excluded from a public kindergarten because of his hyperactivity, as the

teachers were incapable of managing his behaviour. His parents were forced to transfer him

to a private kindergarten for children with Down syndrome. After kindergarten, Khalid was

allowed to attend a public mainstream school in Riyadh. However, Saudi schools at that time

lacked suitable knowledge and services, and Khalid’s parents received daily complaints about

his behaviour. His father had to visit the school frequently to address the teachers’ complaints

and the staff’s inability to deal with Khalid’s challenging behaviour.

Khalid’s experience at that school was difficult as his peers bullied him, and the only

way he could express what was happening to him was by drawing. Schools at that time

lacked anti-bullying policies. His parents, therefore, had to become directly involved to stop

other children’s aggressive behaviour because the school refused to take any action.

Academically, Khalid progressed exceptionally well from primary school to high

school. However, after graduation he faced exclusion again, this time from Saudi universities

for four years. His only option was to accept a grant to study two computer courses offered

by the Autism Research and Training Center (ARTC) in Riyadh.

Research problem and objectives

After leaving high school in 2008, Khalid did not go to university or college, did not

gain a scholarship and did not hold a job. This was in spite of having a Grade Point Average

(GPA) of 90% at the time, which qualified him to work and study on an equal footing with

his non-disabled peers.

Research objectives

I aimed to determine:

• The barriers excluding Khalid from higher education

• The level of services and support offered to adults with ASDs in Saudi Arabia, with a

focus on education and employment

Research methodology

I collected qualitative data using the following method:

Open-ended non-standard interviews

Khalid’s father was interviewed and spoke on behalf of his son, who was extremely

frustrated and isolated at that time due to his exclusion from higher education. The father

declared that Khalid had been left behind without education, jobs or friends. His son’s

situation had affected the whole family, and they had no idea where to turn.

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The Dean of Admission and Registration at a public university in Riyadh was

interviewed, and he indicated that public universities were not eligible to include students

with ASDs. There were many barriers, for instance a lack of awareness among the students

and teaching staff; the disability services centre had no academic advisor specialised in

ASDs; and the university environment would require altering to accommodate the sensory

needs of these students.

A head of a private university was also interviewed, and indicated that they welcomed

students with any disability provided they could pay the tuition fees. In Khalid’s case, he

would require a sponsor (e.g., the Ministry of Higher Education, a businessman or a charity)

to gain admittance.

Discussion

It is obvious from the data collected that there was a lack of transition services,

regulations and funding; an absence of autism advocate roles; and capacity limitations within

the autism charities and disability services centres. In addition, the family was not fully aware

of the educational rights of their son, and had missed out on many scholarship opportunities

that were available abroad for students with a disability.

Results

Khalid was accepted as an undergraduate student majoring in computer science at the

King Saud University in Riyadh on 5 September 2012. An individual education plan (IEP)

was developed by the disability services centre to meet his needs and help ensure his

experience at the university was as pleasant and satisfying as possible. Khalid is now

progressing very well, both academically and socially; he has two friends who share the same

interest in computer sciences and he received an excellent grade in his first university exam.

His admission offer came after assigned volunteers committed themselves to educating the

teaching staff and Khalid’s peers regarding his condition. One of the volunteers is Khalid’s

current academic tutor.

Implications

We find from this case study that adults with ASDs in Saudi Arabia continue to lack

services and support, as everything currently offered to them is based on personal effort. It is

hoped that the findings from this research will help enhance adult autism services in Saudi

Arabia. The conclusions, implications and future requirements are summarised as follows:

• Raise awareness among parents about the educational rights of their children and

adults with autism

• Enhance transition services

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• Enhance services provided by disability services centres in Saudi universities and

colleges

• Provide training for students, staff and teaching staff in Saudi universities and

colleges in understanding and interacting with autistic students

• Upgrade the university environments to meet the sensory needs of these students

• Encourage partnerships between the private, public and higher education institutions

and autism charities

• Increase funding for autism charities to help students excluded from public

universities

• Create more job opportunities

• Enhance the role of autism advocates

Good practice and inclusion in higher education for students with autism

Ensuring the Saudi higher education system works better for students with autism is

difficult, and much more work is required. Little is known about the best practice, taking into

account the Saudi culture, when working with these students at universities and colleges. For

the disability services centres to work effectively in meeting the needs of these students there

is a significant need for qualified staff in the field of ASCs. In addition, disclosing a disability

remains a sensitive matter in Saudi Arabia, meaning it is possible that even when the services

are available to students, few of them benefit. Thus, raising awareness among staff and

students is fundamental to promote acceptance and positive attitudes. It is recommended at

this early stage of developing services and support for students with ASCs in Saudi colleges

and universities to focus on designing preparation courses and to work on making admission

requirements more flexible and realistic, thus increasing opportunities for accessing higher

education.

Conclusion

In this paper I discussed the education of students with ASCs from primary school to

higher education in Saudi Arabia and considered the role and policy of both the Ministry of

Education and the Ministry of Higher Education. Students are often placed in different

educational environments, as according to their particular special needs they can attend

residential schools, public centres, private centres or mainstream schools. After graduating

from secondary school, the student will have the option to attend a private or public

university. However, this study only considers one case of a student with an official diagnosis

of ASCs attending higher education, and more research is required in the area of

mainstreaming in higher education for such students in Saudi Arabia. It is hoped that this

study will help interested researchers understand the current challenges and opportunities for

these students in Saudi Arabia, inspire them to contribute to their future and help them

develop and progress on an equal footing with their peers.

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