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ERIC Number: EJ1487083
Record Type: Journal
Publication Date: 2025
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-5146
EISSN: EISSN-1472-4421
Available Date: 0000-00-00
Home-Based Early Intervention Services for Children with Disabilities in Saudi Arabia: Opportunities and Challenges from a Specialists Perspective
Rahaf M. Bedaiwi1; Nizar H. Bagadood1; Mona F. Sulaimani2
Early Years: An International Journal of Research and Development, v45 n1 p90-102 2025
This study seeks an understanding of the opportunities and challenges involved in providing home based early intervention services for children with disabilities in Saudi Arabia (SA), from the perspective of early intervention specialists. A qualitative approach was implemented involving semi-structured interviews with eight (8) participants who were specialists in early intervention with experience of the provision of home based services. The thematic approach was applied for data analysis. The results identify several opportunities, including flexibility, family participation, financial return, developmental advancement, family wishes, use of surrounding environment and daily routines, and use of reliable programmes. The study also indicated certain challenges present relating to high expectations from families, the preparation and professional training of specialists, ministry input, lack of cooperation from families, and transportation issues. The findings of this study have several important implications for future practice.
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A
Author Affiliations: 1Department of Special Education, College of Education, Umm Al-Qura University, Makkah; 2Department of Special Education, Faculty of Education, King Abdulaziz University, Jeddah