A program can also specialise in supporting students with multiple impairments (students who are verified as possessing intellectual impairment and a single or much more other impairment). Nonetheless, numerous research show that with early intervention services and proper education the individual affected by the condition can lead an independent and happy life and fulfill their function in the neighborhood (Mrichd, 2010). The vision of the Ministry of Education in which includes and supporting Saudi students with ASCs is to provide exceptional provision, solutions and educational programmes that can support in meeting their unique requirements. Students with a mild or moderate disability are usually educated in mainstream schools or specific centres supervised by the Ministry of Education.
According to the strategic strategy, the Ministry aims to supply higher standards in management, diagnosis, admission, teachers’ functionality, appropriate education environments and mutual assistance and solutions with worldwide partners (Awwad, 2012). Creating special education programs in the Kingdom of Saudi Arabia: Autism applications as a model.
The Ministry expects to accomplish higher worldwide standards in autism programmes and attain a satisfactory functionality in respecting the rights of students with ASCs to access higher-high quality education by the end of 2016. Due to the escalating number of students with ASCs in Saudi Arabia (Alyaum, 2011), and the lack of advocate services, the private sector has exploited families’ require for appropriate education for their youngsters. There are twenty-four public higher education universities and eight private universities in Saudi Arabia open to students with disabilities (Ministry of Higher Education, 2012) (see Table four and Table 5).
Owing to the inability of public schools to accept students with ASCs, and appeals from parents for free, proper public education for their children, the Ministry of Education now requires duty for paying the tuition charges of all students with disabilities in Saudi private schools (Al Mater, 2012 Alhayat, 2012). Although this student’s experiences are special, they have afforded me with useful initial insights into the challenges involved in building accessible greater education. The father declared that Khalid had been left behind without education, jobs or close friends.
The family turned to a Saudi autism association for assistance, but its only involvement was to write to the Ministry of Greater Education requesting that Khalid be permitted to study in any public university in the capital city Riyadh, or that the Ministry must fund his study in a private university. Khalid’s father was interviewed and spoke on behalf of his son, who was extremely frustrated and isolated at that time due to his exclusion from greater education.