(IEP) Process for Students with Intellectual Disabilities in Saudi Arabia

339 Pages·2015·3.74 MB·English

by  Beverley Potterton

The Individual Education Plan (IEP) Process for Students with
Intellectual Disabilities in Saudi Arabia: Challenges and Solutions

Mohammed Ali AL-Kahtani

A thesis submitted for the degree of
Doctor of Philosophy
at the University of Lincoln

March 2015
Abstract
This study attempts to critically explore the process underpinning the creation of
Individual Educational Plans (IEP‟s) in the Saudi context. As such it explored the
creation and implementation of IEP‟s for children with intellectual disabilities at
mainstream boys‟ schools in Riyadh. The aim was to contribute an understanding of this
process through the collection and analysis of qualitative data about Saudi Arabian
educational policy and practice and to contribute to the broader international literature.
An interpretive paradigm was adopted in meeting the research aims, with qualitative
data collected by means of a case study approach. The qualitative interviews with 20
Saudi IEP team members and qualitative content analysis of documentary data from a
key policy document provide rare insights into the practices and perspectives of the IEP
team.

A clear discrepancy was identified between the Regulations of Special Education
Institutes and Programmes (RSEIP) policy document and its implementation in
mainstream boys‟ schools. Several issues influenced the participants‟ responses to the
policy document which outlines the principles and practices of the IEP and its
implementation. Whilst IEP teams within schools (which include teachers, head
teachers, counsellors and psychologists) indicated a clear understanding of IEP and how
it can be applied, the fathers of male children with intellectual disabilities, who were
supposed to be important members of the team, were much less aware. The IEP team
members were found to be unsure of their individual roles stipulated by the RSEIP
document and therefore were not fulfilling these duties. Therefore, while teachers
themselves were very committed and did most of the IEP planning and implementation,
they did not understand their role in a partnership of other team members; the other staff
(including fathers) who were involved did much less and sometimes almost nothing.

The study used Bronfenbrenner‟s ecological theory which suggests that problems
involving child development need to be analysed at different levels of society: the
microsystem; mesosystem; exosystem; and macrosystem. These systems are seen as
mutually interacting to influence the development and implementation of the IEP. This
theory provides an analytical framework to explore the reflections of IEP team members
on how they implemented IEP, barriers they faced and strategies used to overcome these
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barriers. Bronfenbrenner‟s analytical framework helps to reveal the level of society at
which the problems lie and provides a clear way of thinking about issues and how to
address them. My study clearly demonstrates the value of this framework in analysing
discrepancies between policy and practice, as well as the solutions to them. In non-
theoretical terms the findings revealed four major barriers to IEP implementation:
parental involvement; structural support; negative attitudes; and school level.

Analysis of team members‟ ideas about ways to tackle problems and resolve issues
connected with implementing the IEP fell into five major topic areas: building
collaborative teamwork; legal and administrative matters; appropriate assessment;
curriculum development; and the coordination between the MoE, DGSE, mainstream
schools and parents in relation to the IEP. Therefore, increasing knowledge of issues
and solutions will be useful to inform future policy development and improve IEP
practice in Saudi Arabia.

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Acknowledgements
Praise is to Allah and may his peace and blessings be upon all the prophets. Thanks,
first and foremost, to Allah for granting me the chance and the ability to complete this
thesis.

This research would not have been a success without the support and help of the
following people, to whom I am extremely grateful and indebted.

First, I would like to thank my parents (dad and mum) who have provided all sorts of
encouragement for me to complete my studies successfully. Second, I would like to
express my gratitude to my wife, Fatimah, and daughters, Layan, Lana and Danah, for
their invaluable and extensive support throughout this arduous but worthwhile journey
in the UK.

No words can describe my appreciation for the rest of my family members who have
been a source of inspiration and guidance.

I would also like to thank all researchers, men and women, in the field of special
education. I would like to include my beloved friends with SEN and their families.
Gratitude, respect and appreciation all go to my supervisors, Dr Andrea Abbas and Dr
Fiona King; I can safely say that without their help and support I would have never
made it this far. They have been a source of inspiration and I have learnt so much from
their vast experience and knowledge. They have always been there to answer any
queries I had or any issues I experienced with any aspect of my research. I must say that
I owe them a great deal.

Next, I must thank Professor Sara Ashencaen Crabtree and Dr Sarah Amsler for
agreeing to discuss this thesis and for their constructive feedback, which has helped in
the completion of this study.

I greatly appreciate what the Head of the School of Education has done in terms of
facilitating the academic process and attainment of this degree. The academic staff
members of the teaching committee in the Education Department in Lincoln University
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have been equally exceptional, as they have been kind enough to devote some of their
time to aid me with this research. Finally, my thanks to all of the study participants,
particularly the IEP team members (special education teachers, fathers, head teachers,
counsellors and psychologists) from the schools in Riyadh who gave of their time and
their views to participate in this research.

Without excluding anyone, I thank all those who participated in this research for their
comments and feedback, all of which contributed to moulding this thesis into what it is
today.

TO ALL OF YOU, I DEDICATE THIS MODEST EFFORT

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Table of Contents
Content Page

Abstract 1
Acknowledgements 3
Table of Contents 5
Abbreviations and Terms 11

CHAPTER ONE 12
Introduction
1.0 Introduction 13
1.1 Statement of the Problem 18
1.2 Conceptual Framework 20
1.2.1 Child Development Theories 20
1.2.2 Ecological systems theory 21
1.3 Research Aims and Rationale 23
1.4 Research Questions 23
1.5 Significance of the Study 24
1.6 Personal Reflections 27
1.7 Overview of the Study 29
CHAPTER TWO 30
Setting the Study: The Kingdom of Saudi Arabia
2.0 Introduction 31
2.1 Location and Population 31
2.2 Culture and Religion 32
2.3 The Saudi Education System 33
2.3.1 Historical Overview 33
2.3.2 Educational Structure 35
2.4 The Development of Special Education in Saudi Arabia 37
2.4.1 Historical Background 37
2.4.2 Mainstreaming in Saudi Arabia 42
2.5 Disability Policy in Saudi Arabia 45
2.5.1 Background to Policies and Legislation 45
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2.5.2 The RSEIP Policy Document 46
2.6 The Globalisation of Individual Education Plans 52
2.7 IEPs in the Saudi Educational System 57
2.7.1 Aims and Principles 58
2.7.2 Implementing IEPs 59
2.8 Roles of Saudi IEP Team Members 60
2.8.1 The Roles of the Special Education Teacher 61
2.8.2 The Roles of Parents of Students with SEN 62
2.8.3 The Roles of the Head Teacher 63
2.8.4 The Roles of the Psychologist 64
2.8.5 The Roles of the School Counsellor 64
2.9 Concluding Remarks 65
CHAPTER THREE 67
Literature Review and Theoretical Framework
3.0 Introduction 68
3.1 Defining Special Educational Needs 68
3.2 Intellectual Disabilities (ID) 73
3.2.1 Rationale for Focusing on Students with ID 73
3.2.2 History, Definitions and Terminology 74
3.2.3 Assessment and Categorisation 77
3.3 The Right to Special Education 78
3.3.1 The Global Recognition of Rights 78
3.3.2 Legislation in the UK, the US and Saudi Arabia 81
3.4 Individual Educational Plans 83
3.4.1 Introduction 83
3.4.2 Understanding IEPs 84
3.4.3 Perceptions of the Process and Effectiveness of IEPs 87
3.5 Challenges to Successful IEP Implementation 89
3.5.1 Challenges Involving IEP Team Members 89
3.5.2 Challenges to Active Parental Participation 94
3.5.3 Addressing Challenges to IEP Implementation 97
3.6 Theoretical Framework 99
3.6.1 Child Development 100
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3.6.2 The Ecology of Human Development 101
3.6.3 The Microsystem and Human Development 105
3.6.4 The Mesosystem and Human Development 106
3.6.5 The Exosystem and Human Development 107
3.6.6 The Macrosystem and Human Development 108
3.6.7 Applying Ecological Theory to the Current Research 109
3.7 Research Aims and Questions 112
3.8 Concluding Remarks 114
CHAPTER FOUR 115
Research Methodology
4.0 Introduction 116
4.1 Research Philosophy 117
4.2 The Interpretive Paradigm: Ontology and Epistemology 118
4.3 Research Design 119
4.4 The Case Study Approach 121
4.5 Methods of Data Collection 123
4.5.1 Documentary Data 123
4.5.2 Interviews 125
4.6 Linking the Research Methodology with the Theoretical Framework 127
4.7 Data Collection Strategies 130
4.7.1 Documentary Data 130
4.7.2 The Pilot Interview 131
4.7.3 Conducting the Interviews 132
4.8 Sampling Strategy 133
4.9 Data Analysis Procedure 136
4.10 Quality of Research and Trustworthiness 140
4.11 Researcher‟s Positionality 143
4.12 Access and Ethical Considerations 145
4.13 Limitations of the Study 148
4.14 Concluding Remarks 149
CHAPTER FIVE 150
Discussion and Findings: IEP Team Members’ Views on their Roles and
Duties towards IEP Implementation
5.0 Introduction 151
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5.1 Roles and Responsibilities of Teachers of Students with SEN 152
5.2 Roles and Responsibilities of the Head Teacher 159
5.3 Roles and Responsibilities of the School Counsellor 165
5.4 Roles and Responsibilities of the School Psychologist 168
5.5 Roles of the Fathers of Students with Intellectual Disabilities 172
5.6 Results of Interviews with IEP Team Members about their 176
Roles and Duties in IEP Implementation
5.7 Analysis of the Issues Using Bronfenbrenner‟s Theory 177
5.8 Concluding Remarks 183
CHAPTER SIX 185
Barriers and Solutions of IEP Implementation
6.0 Introduction 186
6.1 Barriers to Parental Involvement with other IEP Team Members 187
6.2 Barriers and Solutions to Structural Support Provided by the 201
School and the LEA
6.3 Negative Attitudes towards the Implementation of IEPs and Solutions 219
through better Communication between IEP Team Members and
Students‟ Parents
6.4 Barriers and Solutions at School Level 221
6.5 Concluding Remarks 235
CHAPTER SEVEN 238
Analysis of the Issues Using Bronfenbrenner’s Theory
7.0 Introduction 239
7.1 Microsystem 240
7.2 Mesosystem 246
7.3 Exosystem 250
7.4 Macrosystem 256
CHAPTER EIGHT 261
Recommendations and Conclusions
8.0 Introduction 262
8.1 Summary of the Study and Major Findings in Relation to the 264
Research Questions
8.1.1 Microsystem 265
8.1.2 Mesosystem 269
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8.1.3 Exosystem 270
8.1.4 Macrosystem 272
8.1.5 Factors Inhibiting Change: Hierarchy, Gender and Stigma 273
8.2 Contributions of the Study 276
8.3 Recommendations 281
8.3.1 Recommendations for the Microsystem 282
8.3.2 Recommendations for the Mesosystem 283
8.3.3 Recommendations for the Exosystem 284
8.3.4 Recommendations for the Macrosystem 285
8.3.5 Summary of Recommendations 286
8.4 Suggestions for Future Research 288
8.5 Reflexive Account 291
References 293
Appendices 321

LIST OF FIGURES AND TABLES
Figure 2.1 RSEIP Policy Document Framework 49
Figure 2.2 Roles of Saudi IEP Team Members 61
Figure 3.1 Bronfenbrenner‟s ecological model of child development 104
Figure 4.1 Data sources related to Ecological Systems Theory 128
Figure 4.2 Thematic analysis model of all major themes 139
Figure 5.1 MoE policy on IEP implementation 164
Figure 5.2 School practice in IEP implementation 165
Figure 6.1: Conceptual schema of the relevant challenges and solutions of 237
IEP implementation in Saudi mainstreaming schools
Figure 8.1 Model of solutions to IEP implementation barriers in Saudi 280
Arabia
Figure 8.2 Improving Core IEP Practice 287
Table 2.1 Distribution of male and female students in special education 40
and mainstreaming in the school years 1991, 2013
Table 2.2 Distribution of special education, mainstreaming and students 40
in different categories 2013
Table 2.3 International Practice for implementation of IEPs according to 56
policy in each country
Table 4.1 Methods of data collection and analysis employed, in relation to 124
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