The Challenges of Implementing Individualised Education Plans with Children with Down Syndrome at Mainstream Schools in Riyadh, Saudi Arabia: Teachers' Perspectives

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

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23

Foreign Countries; Down Syndrome; Students with Disabilities; Mainstreaming; Inclusion; Teacher Attitudes; Individualized Education Programs; Program Implementation; Barriers; Knowledge Level; Teacher Competencies; Symptoms (Individual Disorders); Special Education Teachers; Teacher Role; Single Sex Schools; Males; Attitudes toward Disabilities

10.1080/1034912X.2020.1870666

1034-912X
1465-346X

Down syndrome is acknowledged to be the most common neurogenetic cause for intellectual disability. It is a multisystem disorder which results in multiple lifelong health problems. At present, students with Down syndrome can receive education in inclusive mainstream education settings. However, this is not without its accompanying challenges. The present study aimed to investigate the challenges that teachers face in implementing Individualised Education Plans (IEPs) for children with Down syndrome in mainstream schools in Riyadh, Saudi Arabia. A customised questionnaire was utilised to obtain the perceptions of 100 special education teachers from four mainstream schools in Riyadh. The results revealed that the teachers did not have a robust understanding of the different aspects of children with Down syndrome. They also encountered significant challenges in IEP implementation at individual or group level. In addition, the teachers indicated that there were solutions to the challenges they encountered in IEP implementation. Recommendations are discussed in the light of these findings.

As Provided

2023

EJ1380414