Acta psychologica · 2026
Elevating quality of life in Saudi special education by using teacher and student insights to develop future-ready programs.
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Aldosari Mubarak S
Аннотация
BACKGROUND: Inclusive and future-ready special education is increasingly prioritized worldwide because it supports quality of life, independence, and social participation for learners with disabilities. In Saudi Arabia, these aims align with Vision 2030; however, persistent curricular, resource, and capacity constraints may limit the effective implementation of inclusive practices across school contexts.
METHODS: A mixed-methods study was conducted using semi-structured interviews and focus groups alongside quantitative surveys to examine factors influencing special education quality in the Kingdom of Saudi Arabia (KSA). Purposive sampling captured regional (urban/rural) and school-setting diversity. Participants included 35 special education teachers, 100 students, and 20 parents. Instruments were theory-informed, expert reviewed for content validity, pilot tested, and demonstrated acceptable reliability (teachers: α = 0.86; students: α = 0.79). Qualitative data were analyzed thematically using NVivo, and quantitative data were analyzed in SPSS v26 using descriptive statistics and subgroup comparisons.
RESULTS: Teachers identified curriculum rigidity as a key barrier to individualized instruction (75%) and reported reduced student engagement when content was perceived as irrelevant (65%). Resource scarcity was widespread, with 70% reporting shortages of teaching aids, 72% reporting frequent reliance on limited materials, and 62% purchasing classroom essentials using personal funds; inequities were more pronounced in rural contexts (urban satisfaction M = 3.2 vs. rural M = 2.5). A strong need for continuous professional development emerged (81%), including training in innovative strategies (85%), assistive technology (60%), and disability-specific competencies (90%). Students preferred active, collaborative learning (hands-on activities: 65%; group collaboration: 70%) and reported social challenges (wish for more friends: 60%; difficulties making friends: 65%), while emphasizing the value of supportive feedback (regular teacher check-ins: 75%; constructive feedback: 70%).
CONCLUSION: Enhancing quality-of-life outcomes in Saudi special education requires coordinated, system-level reforms focused on flexible curricula, equitable resource allocation (especially for rural schools), sustained disability-focused professional development, and student-centered practices that strengthen engagement, belonging, and feedback. Stakeholder-informed program design can support future-ready, inclusive provision aligned with Vision 2030.
METHODS: A mixed-methods study was conducted using semi-structured interviews and focus groups alongside quantitative surveys to examine factors influencing special education quality in the Kingdom of Saudi Arabia (KSA). Purposive sampling captured regional (urban/rural) and school-setting diversity. Participants included 35 special education teachers, 100 students, and 20 parents. Instruments were theory-informed, expert reviewed for content validity, pilot tested, and demonstrated acceptable reliability (teachers: α = 0.86; students: α = 0.79). Qualitative data were analyzed thematically using NVivo, and quantitative data were analyzed in SPSS v26 using descriptive statistics and subgroup comparisons.
RESULTS: Teachers identified curriculum rigidity as a key barrier to individualized instruction (75%) and reported reduced student engagement when content was perceived as irrelevant (65%). Resource scarcity was widespread, with 70% reporting shortages of teaching aids, 72% reporting frequent reliance on limited materials, and 62% purchasing classroom essentials using personal funds; inequities were more pronounced in rural contexts (urban satisfaction M = 3.2 vs. rural M = 2.5). A strong need for continuous professional development emerged (81%), including training in innovative strategies (85%), assistive technology (60%), and disability-specific competencies (90%). Students preferred active, collaborative learning (hands-on activities: 65%; group collaboration: 70%) and reported social challenges (wish for more friends: 60%; difficulties making friends: 65%), while emphasizing the value of supportive feedback (regular teacher check-ins: 75%; constructive feedback: 70%).
CONCLUSION: Enhancing quality-of-life outcomes in Saudi special education requires coordinated, system-level reforms focused on flexible curricula, equitable resource allocation (especially for rural schools), sustained disability-focused professional development, and student-centered practices that strengthen engagement, belonging, and feedback. Stakeholder-informed program design can support future-ready, inclusive provision aligned with Vision 2030.