Barriers to Implementing Early Intervention Programs for Children with Learning Disabilities in Saudi Arabia from the Perspective of Teachers معوقات تطبيق برامج التدخل المبكر للأطفال ذوي صعوبات التعلم في المملكة العربية السعودية من وجهة نظر المعلمات

Dr. Balsam Abdullah Alrasheed Assistant Professor of Educational Leadership and Policies Department of Early Childhood - College of Education and Human Development - Princess Nourah bint Abdulrahman University د. بلسم عبد الله الرشيد أستاذ مساعد تخصص قيادات وسياسات تربوية قسم طفولة مبكرة - كلية التربية والتنمية البشرية - جامعة الأميرة نورة بنت عبد الرحمن Email: babalrasheed@pnu.edu.sa

مجلة العلوم التربوية والاجتماعية

Barriers to Implementing Early Intervention Programs for Children with Learning Disabilities in Saudi Arabia from the Perspective of Teachers

معوقات تطبيق برامج التدخل المبكر للأطفال ذوي صعوبات التعلم في المملكة العربية السعودية من وجهة نظر المعلمات

Dr. Balsam Abdullah Alrasheed
Assistant Professor of Educational Leadership and Policies
Department of Early Childhood - College of Education and Human Development - Princess Nourah bint Abdulrahman University

د. بلسم عبد الله الرشيد
أستاذ مساعد تخصص قيادات وسياسات تربوية
قسم طفولة مبكرة - كلية التربية والتنمية البشرية - جامعة الأميرة نورة بنت عبد الرحمن

Email: babalrasheed@pnu.edu.sa

التخصص العام: أصول التربية

التخصص الدقيق: الطفولة المبكرة

DOI: 10.36046/2162-000-027-027
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الملخص

Abstract

This study describes the scope of obstacles to early intervention programs among children with learning disabilities in the kindergartens in Riyadh by surveying a representative group of teachers. Participants completed a questionnaire adapted from prior research that examines barriers across administrative, educational/training, technical/environmental and family/social domains. Descriptive statistics examined how teachers rated barriers in each domain and across demographic groups. Findings indicate that lack of specialist staff and unclear oversight were most frequently reported, followed by training shortfalls and family involvement issues; technical and environmental barriers appeared less often. This pattern suggests that targeted leadership engagement and standardized professional development could strengthen multiple domains of early intervention. The study’s regional focus on Riyadh limits generalizability; future research should explore these findings in other regions and examine longitudinal effects of coordinated reforms on program effectiveness and child outcomes. As a whole, this work provides a contextual framework and meaningful perspective for policymakers and practitioners to prioritize interventions and to explore coordinated strategies that address interconnected barriers to early intervention delivery.

Keywords: Early Intervention Programs, Learning Disabilities, Barriers, Kindergartens.

المستخلص

تتناول الدراسة الحالية المعوقات التي تعترض برامج التدخل المبكر للأطفال ذوي صعوبات التعلم في رياض الأطفال بمدينة الرياض، وذلك عبر إجراء مسح على مجموعة ممثلة من المعلمات، أكملت المشاركات بالدراسة استبانة تم تبنيها من الدراسات سابقة، تتناول المعوقات المتعلقة بالمجالات الإدارية، والتعليمية/التدريبية، والتقنية/البيئية، والأسرية/الاجتماعية، كما تم استُخدِم الإحصاء الوصفي لتحليل كيفية تقييم المعلمات لهذه المعوقات في كل مجال، وعبر مختلف المجموعات الديموغرافية، وتشير النتائج إلى أن "نقص الكوادر المتخصصة" و "عدم وضوح الإشراف" كانا الأكثر شيوعاً، تليهما "أوجه القصور في التدريب" و "القضايا المتعلقة بالمشاركة الأسرية"؛ بينما ظهرت المعوقات التقنية والبيئية بشكل أقل، ويشير هذا النمط إلى أن الانخراط القيادي الموجه والتطوير المهني المقنن يمكن أن يعززا مجالات متعددة للتدخل المبكر، ويُعد التركيز الإقليمي للدراسة على شمال الرياض حداً من حدود تعميم النتائج؛ لذا ينبغي أن تستكشف الأبحاث المستقبلية هذه النتائج في مناطق أخرى، وأن تدرس الآثار الطولية للإصلاحات المنسقة على فاعلية البرامج ومخرجات الأطفال، بشكل عام، يقدم هذا العمل إطاراً سياقياً ومنظوراً ذا مغزى لصانعي السياسات التعليمية والممارسين، لتحديد أولويات التدخلات، ولاستكشاف استراتيجيات فعالة تتناول المعوقات المترابطة التي تعترض تقديم خدمات التدخل المبكر.

الكلمات المفتاحية: برامج التدخل المبكر، صعوبات التعلم، المعوقات/الحواجز، رياض الأطفال.

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Al-Shahri, K. A. (2018). Obstacles to early intervention services for children with disabilities from the parents’ point of view. Journal of Special Education and Rehabilitation, 6(25, second part), 125–159. https://doi.org/10.21608/sero.2018.91491

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