Abstract
Students with intellectual disability require high-quality education and support from their families and educators; thus, family-centred approaches, understood as those who see families as experts in their children and as key decision makers, have been increasingly adopted in several countries. Previous studies have articulated the potential benefits of such approaches for children with disability (Bailey et al., 2012; Hughes-Scholes & Gavidia-Payne, 2019). Despite its argued significance, such practice is under-researched in the educational field in Saudi Arabia, a country that has been identified as reporting low levels of family involvement in the education of studentswith disability (Al-Herz, 2008; Alqahtani, 2020; Al-Zoubi & Abdel Rahman, 2016). This study investigates the potential for implementing family-centred practice in primary school settings, focusing on students with intellectual disability in Saudi Arabia.
A two-phase sequential mixed-method explanatory design was used to explore the
perceptions of families/caregivers and cross-disciplinary professionals towards family-centred approaches. In Phase 1, a cross-sectional survey (the Measure of Processes of Care) was used to collect data from families/caregivers (n = 89), teachers (n = 49) and allied professionals (n = 19) (i.e., speech pathologists and educational psychologists). The data detailed the perceptions of families/caregivers of children with intellectual disability and professionals working with them about the services they and their children receive/provide and the extent to which the services are
family-centred. Phase 1 of the study found that family composition, children’s age, and teachers’ and professionals’ experiences were not associated with the survey responses. Moreover, families had a significantly lower perception of family-centredness than teachers and professionals.
In Phase 2, eight parents, five teachers and three professionals participated in individual interviews. The data collected from the interviews revealed five themes: (1) complex dynamics: family–professional relationships; (2) bridging the communication gap: understanding family– professional interactions; (3) power imbalances: interpersonal and institutional dynamics in educational sittings; (4) parental wellbeing: emotional support in parent–school relationships; and (5) tailored interventions: individualised approaches. These themes underscored the foundational
principles of family-centred practice while revealing inconsistent experiences, diverse barriers and facilitators.
A culture of family compliance, imbalanced power dynamics, ableism and gender-related challenges were identified as barriers. Facilitators included support and resources, and the practice of collective caregiving. Thus, the study’s findings could be used to develop a culturally relevant family-centred approach within primary school settings in Saudi Arabia, addressing the specific needs and challenges faced by families of students with intellectual disability.
| Date of Award | 2025 |
|---|---|
| Original language | English |
| Supervisor | Deborah PINO PASTERNAK (Supervisor) & Zinnia MEVAWALLA (Supervisor) |