متطلبات القبول للطلبة ذوي اضطراب طيف التوحد في مدارس الدمج الابتدائية: مقارنة بين المملكة العربية السعودية وكندا وبلجيكا
DOI:
https://doi.org/10.53285/artsep.v7i3.2820Keywords:
اضطراب طيف التوحد, متطلبات القبول, مدارس الدمج الابتدائية, المملكة العربية السعودية, رؤية السعودية 2030Abstract
يمكن لمتطلبات القبول في مدارس الدمج للطلبة ذوي اضطراب طيف التوحد أن تعزز دمجهم أو تساهم في استبعادهم. على الرغم من مطالبة أولياء الأمور في المملكة العربية السعودية بتحسين هذه المتطلبات في مدارس الدمج الابتدائية، إلا أن الأبحاث التي أجريت لتلبية هذه الحاجة محدودة. لذلك، تهدف هذه الدراسة إلى مقارنة متطلبات القبول في المملكة العربية السعودية مع تلك الموجودة في كندا وبلجيكا لتقديم اقتراحات للتحسين. تم استخدام تصميم بحث مقارن، إلى جانب تحليل موضوعي استقرائي لثلاثة مواقع إلكترونية رسمية من الدول المعنية. تشير النتائج إلى أن متطلبات القبول في المملكة العربية السعودية بحاجة إلى تحسين، لا سيما فيما يتعلق بإشراك أولياء الأمور وتوفير معلومات مفصلة حول الدعم المتاح للطلبة ذوي اضطراب طيف التوحد. تساهم هذه النتائج في تطوير الخدمات التعليمية في المملكة العربية السعودية للأطفال ذوي اضطراب طيف التوحد، بما يتماشى مع مبادرات رؤية السعودية 2030.
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