The paper "Achieving Inclusive Education in Saudi Arabia" is a wonderful example of a report on education. Inclusive education can be termed as an educational system whereby all students attend and are welcomed by their neighborhood schools to engage in learning with the general population irrespective of the severity of the disabilities. The students with disabilities are compensated in the educational curriculum by making sure that proper mechanisms to foster learning, participation, and contribution to the classroom alongside other students are put in place (Rapp & Ardnt, 2012). Inclusive education seeks to ensure that schools, classrooms, programs, and activities are designed and developed so that all students participate together to enhance the learning process.
This because experts find that collaboration is vital in ensuring that students succeed both in class and other community ventures they desire to undertake (Dare, Nowicki, & Felimban, 2016). Additionally, an inclusive approach to education allows students to develop individual strengths and talents, work on individual goals while participating in classroom activities with the other students, and develop relationships with other students thus exposing them to the values of life and friendship in a community setup.
Therefore, inclusion in education can be termed as a way of cultivating participation, collaboration, and learning in meaningful ways in the classroom for every student by ensuring that students with disabilities are not overlooked in the education curriculum. Overview of the Current Situation in Saudi Education System The Saudi education system has evolved in a major way since its inception 85 years ago, whereby education was considered a privilege only for the children of the elite, wealthy families. Currently, there has been a steep incline in the number of educational facilities being constructed with over twenty thousand learning institutions set up in the past two decades alone.
Additionally, education has become even more affordable as the government caters to all the educational needs of the institutions and students alike (Weber, 2012). This has made it accessible to all tiers of Saudi society. The mixture of traditional Islam religious education and subjects in various fields, usually in line with the United States or United Kingdom curricula form the basis for the nation’ s educational approach.
The learning schedule of these institutions mostly follows the American system whereby there are nine to ten months of schooling sessions separated by summer breaks and occasional time off for Islamic religious holidays. People with disabilities in Saudi Arabia did not have access to any type of special education prior to 1958. Parents were left with the responsibility to assist their children in educational matters. In some instances, the educational needs of the children with disabilities were ignored and kept secret so as not to cause shame to families.
This phenomenon is attributable to the fact that Saudi parents and the community largely viewed disability as a punishment from God for certain wrongdoings. However, 1958 saw a change in the education system with the introduction of institutions for the blind, termed as “ scientific institutes. ” Furthermore, the Ministry of Education established the Department of Special Learning in 1962 to foster learning and rehabilitation for three main groups of students with disabilities: those with mental retardation, blindness, or deafness with eventual institutions put in place in the following years to accommodate the education needs of the three groups.