SIGNIFICANT strides need to be made across the GCC to fully implement inclusive education for students with Autism Spectrum Disorder (ASD), new research has found.
The report, titled ‘Moving Into Inclusive Education for Individuals with Autism Spectrum Disorder in the Gulf Co-operation Council: Challenges and Recommendations’, highlights educational challenges in the region for students with the condition.
The research was spearheaded by Imam Mohammad Ibn Saud Islamic University’s Special Education Department’s Abdulmalik Alkhunini from Riyadh.
According to the study, GCC countries still struggle to provide students with ASD with appropriate educational opportunities due to inadequate facilities, limited resources, lack of accessible classroom and limited number of educators.
“Education in the region has made some advances in recent years,” said the research.
“However, despite significant efforts, countries still face considerable challenges in delivering inclusive educations to students.
“Factors include lack of policies, challenges in special education rehabilitation facilities, inadequate funding, curricula, materials and appropriately-trained teachers.
“A major challenge is the lack of adapted systems for the GCC, and a lack of understanding among parents and teachers of how to implement practices relating to ASD.”
ASD, simply known as autism, is a neuro-developmental disorder characterised by differences or difficulties in social communication and interaction.
People with the condition tend to have a preference for predictability and routine, sensory processing differences, focused interests and repetitive behaviours, which may include stimming.
Stimming, or self-stimulatory behaviour, involves repetitive movements or sounds that some individuals engage in to manage emotions, cope with sensory input or express themselves.
It’s a common behaviour, especially among autistic individuals, but can also be seen in those with attention deficit hyperactivity disorder (ADHD) or even neuro-typical individuals.
Stimming can manifest in various ways, such as hand flapping, rocking, humming or repeating phrases. While often misunderstood, stimming can be a helpful coping mechanism and shouldn’t always be discouraged.
According to the Health Ministry, as of March 2024, around 1,662 individuals were registered as having autism in Bahrain.
The total number of people with the condition in the GCC is not precisely known, although some studies suggest it could be up to 60 per 10,000 individuals.
The study listed some educational challenges for students, stating that characteristics of the disorder can interfere with learning.
“Social and communication skills delay can make it complicated for students with ASD to participate in the classroom,” it said.
“This includes responding to questions from the teacher, processing non-verbal cues and participating in group activities.
“It is recommended that students with ASD be taught using specific evidence-based practices that have been proven to be effective for their learning.
“An example is adopting a Universal Design for Learning – a framework on which educational programming is built so that instruction within the classroom is delivered in a way that is accessible to the widest possible number of students.
“Introduce a Picture Exchange Communication System, which supports functional communication for students with speech delays or who are non-verbal.
“Comprising six phases, it helps students progress from basic picture exchanges to forming structured sentences, enhancing communication.
“Some research has found that technology such as noise-cancelling headphones can be useful to students with ASD to improve focus and allow them to better participate in the general education classroom.”
Noise-cancelling headphones can be useful to students with ASD to improve focus
The research also lists some challenges that the countries face in implementing such practices, including slow implementation, inadequate knowledge and divergent policies in the GCC.
“Despite recognising the critical importance of inclusive education, the delays in implementation continue to maintain barriers that hinder access and support for individuals with ASD,” it said.
“Students in the region with ASD attend general education schools rather than private special education institutes, and tend to spend most of their day in dedicated special education classrooms and only join their peers for non-academic activities.
“Children with ASD are not experiencing the benefits of true inclusion, which include improved social skills development through the experience of the general education classroom.
“Teachers also tend to lack understanding of special practices or the unique needs of students which hampers the implementation of inclusion.
“Finally, there is an absence of a unified GCC educational strategy, lack of policies and insufficient resources and personnel.”
The GDN reported last month that Primary physicians in Bahrain who deal with people on the spectrum, especially children, must look out for ‘blind spots’ and keep sensory kits on standby to make them feel comfortable, according to a top medic.
Autism activist Dr Fatema Marhoon emphasised the importance of medics educating themselves on ways to deal with autistic individuals.
nader@gdnmedia.bh
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