Evaluating the Level of Educational Services Provided to Students with Autism Spectrum Disorder in Educational Institutions in the Makkah Region from the Teachers' Perspective
DOI:
https://doi.org/10.52839/0111-000-088-011Keywords:
Educational services, Educational institutions, People with autism spectrum disorder, MakkahAbstract
The current research aims to identify the level of educational services provided to students with autism spectrum disorder (ASD) in educational institutions in the Makkah region from the teachers’ perspective. The current research employed a descriptive analytical approach, using a questionnaire distributed to 91 teachers of students with ASD in the Makkah region. The results indicated that the level of educational services provided to students with ASD in educational institutions, from the teachers’ perspective, was high, with an overall mean score of 3.592 and a relative weight of 71.8%. The classroom environment dimension ranked first, followed by teaching methods and techniques in second place, and the individualized educational program dimension came in third place. The results also indicated there are no statistically significant differences attributable to the variables of gender and academic qualifications. However, there are statistically significant differences attributable to the variable of educational institution in favor of the private sector. The variable of years of experience also favored less experienced teachers (less than 5 years) in the “Classroom Environment” dimension and more experienced teachers (more than 10 years) in the “Individual Educational Program” dimension. Future recommendations including the establishment of a national electronic platform that trains teachers on how to prepare and implement individual educational programs and employ the latest teaching methods and techniques in the field of ASD and that helps teachers communicate directly with education departments to provide the necessary tools and supplies in the classroom environment. In addition, designing a practical guide that helps teachers organize and adapt the classroom environment to suit the abilities and needs of students with ASD is recommended.
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