Saudi Cultural Missions Theses & Dissertations
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Item Restricted VOCATIONAL REHABILITATION ASSISTIVE TECHNOLOGY, ACCESS, SUPPORTED EMPLOYMENT, AND EMPLOYMENT OUTCOMES FOR TRANSITION-AGED YOUNG ADULTS WITH COGNITIVE DISABILITIES(Colorado State University, 2024) Alshamrani, Khalid; Graham, JamesObjective: The purpose of this dissertation was to conduct three research studies aimed at understanding the barriers and facilitators to equitable access to vocational rehabilitation (VR) assistive technology (AT), its utilization in supported employment (SE), and the resulting competitive integrated employment (CIE) outcomes of transition-aged young adults (TAYA) with cognitive disabilities. Introduction: TAYA with disabilities face significantly higher rates of unemployment and underemployment than their peers without disabilities. For TAYA with cognitive disabilities, these disparities are even more pronounced, making them one of the most excluded groups from the labor force. Despite cognitive disabilities being the largest disability group served by state VR programs, this population continues to face poor employment outcomes upon exiting these programs. Although there is growing evidence of AT's potential to improve employment outcomes, AT support remains underutilized for TAYA with cognitive disabilities, with notable disparities in its utilization. Methods: Study One employed a retrospective cross-sectional study using Rehabilitation Services Administration Case Service Report (RSA-911) data from 2017 to 2019, a period before the COVID-19 pandemic impacted state VR service operations. Multivariable logistic regression analysis was conducted to examine the main and interaction effects of various sociodemographic variables commonly considered in disparities research on the likelihood of receiving AT services among TAYA with disabilities participating in state VR programs. This study provides a baseline understanding of disparities and access to AT services among TAYA with disabilities served by state VR programs in a pre-pandemic context. Study Two was a qualitative study. We conducted focus groups to gather insights from four key stakeholder groups—VR policymakers and funders, VR service providers, employers, and TAYA with cognitive disabilities and their families. The focus was on exploring their perspectives and experiences related to the transition to virtual support and how TAYA with cognitive disabilities accessed and utilized AT devices and services for facilitating their CIE during and following the COVID-19 pandemic. All focus group sessions were held virtually and video recorded and analyzed using thematic analysis. Study Three was another retrospective cross-sectional study using RSA-911 data from July 2017 to June 2022. We investigated how the receipt of AT and/or SE services was independently associated with obtaining CIE at program exit, and how the probabilities of achieving CIE varied across the pre-COVID, during COVID, and post-COVID periods among TAYA with cognitive disabilities served by state VR programs. Multivariable logistic regression analysis was used to calculate odds ratios for the likelihood of obtaining CIE at program exit among TAYA with cognitive disabilities who received the two VR services (AT, SE). To assess whether the relationships between these two VR services and CIE outcomes varied over time, interaction terms between the COVID-19 pandemic periods variable (pre-, during, and post-pandemic) and the two VR services of interest were included in the model. Results: Study One revealed that less than 3% of TAYA with disabilities received AT services. The following client characteristics were associated with a lower likelihood of receiving AT services for TAYA with disabilities: unemployed, minority, significant disability, older in age, TAYA with mental and cognitive disabilities, and not enrolled in PSE. Study Two identified key findings from focus group sessions, highlighting positive overall experiences with using mainstream mobile devices and applications. Areas for improvement beyond the pandemic include enhancing AT access through state Medicaid waivers, providing VR providers with training opportunities to deliver effective AT support to TAYA with cognitive disabilities seeking CIE who need and could benefit from such support, and ensuring the technology employed and used is accessible and usable by this population. In Study Three, more than half (55.9%) of TAYA with cognitive disabilities in the study sample did not achieve CIE at program exit. Only 1.4% received AT services and 10.7% received SE services. Overall, the receipt of AT and SE showed positive and significant associations with achieving CIE at program exit compared to those who did not receive these services. In addition, there were higher probabilities of achieving CIE outcomes during and post-COVID compared to the pre-COVID period. Conclusion: The findings from this dissertation highlight the underutilization of AT support among TAYA with disabilities served by state VR programs, particularly in addressing their job-seeking needs and transitions from education to CIE. The shift to virtual support, accelerated by the COVID-19 pandemic, increased access to mainstream mobile devices and applications for TAYA job seekers with cognitive disabilities. Before the COVID-19 pandemic, AT support access was primarily focused on supporting TAYA with cognitive disabilities who were participating in academic programs or being employed for job retention, with limited AT support for job seekers. During the pandemic, however, TAYA job seekers with cognitive disabilities had access to mainstream mobile devices and applications within the VR system. Such access allowed this population to acquire skills in using mobile devices and applications for pursuing their CIE opportunities, access job training resources, continue receiving virtual supports, and engage in virtual job interviews with potential employers. The intersection of AT and SE offers an opportunity to enhance CIE outcomes for TAYA with cognitive disabilities. The probability of achieving CIE was higher among this population receiving SE and AT support during and post-COVID than pre-COVID. This underscores the need for continued efforts to improve targeted transition policies and practices, enhance the services and supports for TAYA with cognitive disabilities, and provide AT training opportunities to VR personnel who serve this population. Increasing AT training in rehabilitation educational programs and in-service training could enhance VR AT service utilization. Further research is needed to generate evidence supporting AT use in vocational settings and to develop guidelines for its incorporation into employment transition processes. Such efforts are essential to ensuring that TAYA with cognitive disabilities have equitable opportunities and the support they need for employment success.58 0Item Restricted Beliefs of Male Elementary School Special Education and General Education Teachers Regarding Full Inclusion for Students with Autism Spectrum Disorder in Saudi Arabia(University of South Florida, 2024-05-01) Alanazi, Sultan; Ann, Cranston-GingrasThe current educational settings for students with Autism Spectrum Disorders (ASD) in Saudi Arabia consist of special institutions for students with intellectual disabilities and special classrooms within public schools. The Ministry of Education in Saudi Arabia is interested in full inclusion for students with ASD because of the social, psychological, and educational benefits it can provide them. One crucial factor for achieving full inclusion is considering elementary teachers’ perceptions and beliefs toward full inclusion, as they are one of the primary stakeholders in this venture. Therefore, elementary general education and special education teachers’ beliefs regarding full inclusion for students with Autism Spectrum Disorder (ASD) in Saudi Arabia were examined through this study. The participants of the study consisted of four general education teachers and four special education teachers. The study used a qualitative interview design to gather data. Each participant was interviewed three times. Thematic analysis was used to analyze the data which resulted in four themes: (a) lack of knowledge (b) low self-efficacy (c) inadequate preparation for implementing inclusion and (d) cultural influences. Participants who had prior experience with people with disabilities reported positive beliefs and high self-efficacy regarding inclusion for students with ASD in general education classrooms while those with no experience had the opposite. The findings also indicate that there are more similarities than differences among Saudi male general and special education teachers regarding their perceptions of ASD inclusion. Both groups cited a lack of information, unclear policies related to inclusion, and limited professional development as barriers to full inclusion with general education teachers noting a lack of knowledge about ASD and its impact on student performance as further impediments.15 0Item Restricted Exploring the Barriers Faced by Children with Special Needs and Disabilities when Accessing Libraries: A Qualitative Study of School Libraries in Saudi Arabia(Saudi Digital Library, 2023) Shaher, Nawal; Bawden, David; Wales, TimPurpose: The aim of this dissertation is to examine the barriers faced by children with special needs and disabilities when accessing libraries in Saudi Arabia and to contribute to inclusive practices and equal access to educational resources. Methodology/Approach: This qualitative study conducted semi-structured interviews with educators and librarians to gather primary data. Key findings: This study reveals insights into perceptions of librarians and teachers and the findings emphasise the importance of physical and intellectual access, highlighting the role of adaptive technologies in ensuring equitable access to educational and library resources. The study also uncovers obstacles encountered by students with special needs and disabilities when using library services and underscores the need for increased awareness and implementation of Individualised Education Plans among librarians and teachers. Findings also highlight the importance of well-defined policies and decision-making processes for acquiring adaptive and educational technologies in school libraries and the need for proper training and preparation for library staff in effectively serving students with special needs and disabilities. Originality / value: This dissertation contributes to bridging the gap in literature by shedding light on the unique challenges faced by children with special needs and disabilities in Saudi Arabian school libraries, offering insights for the development of inclusive library services and enhancing educational experiences for this demographic. It also underscores the importance of considering cultural, social, and systemic factors in addressing library accessibility issues in diverse contexts.29 0Item Restricted Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey(University of South Florida, 2023-03-24) Alolayan, sadeem A.; Cranston-Gingras, AnnAlthough special education advocates have played an essential role in obtaining rights for individuals with disabilities, there is still much unknown about their motivations, challenges, roles, and the meaning they made from their experiences. Research into Saudi parent advocates of children with disabilities and their complex daily life issues have seldom been investigated, with rare studies that focus solely on Saudi early intervention services needs and supports. This qualitative study aimed to explore the experiences of Saudi parents of children with developmental disabilities who are special education advocates in their communities. One of the goals of this study was to obtain a better understanding of how these parents view their roles in providing support to other parents and the meaning they made from their experiences. A qualitative interview approach design was adopted for data collection. Semi-structured interviews were conducted with five Saudi participants who had been in the advocacy world. Participants were interviewed about becoming advocates in the first interview, details and challenges about early intervention services in the second interview, and what advocacy means to the parents in the third interview. Findings included a nuanced understanding of advocacy in terms of motivations, obstacles to taking steps to influence others, policies, and practices. Additionally, results highlighted barriers to Saudi parent engagement in early intervention services, defining parents' role as advocates and the meanings they made through their journeys. Finally, based on the results of this study, three levels of practical implications for policy and practice were suggested. Recommendations supported by "Saudi Vision 2030" were provided first for Saudi policymakers, second for service providers, and third for parents. The study concludes with an overview of limitations and recommendations for future research.11 0