Saudi Cultural Missions Theses & Dissertations
Permanent URI for this communityhttps://drepo.sdl.edu.sa/handle/20.500.14154/10
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Item Restricted A Collaborative Approach to Speech and Language Therapy: Perspectives of Arabic and Non-Arabic Speaking Caregivers(University College London, 2024-08-31) Aleid, Deem; Filippi, RobertoParent Mediated Intervention (PMI) is a type of early intervention that provides evidence-based and systematic training to parents as part of their child’s speech and language therapy treatment. This intervention is oftentimes video-aided and communication-focused for young children with social (pragmatic) communication disorders or autism spectrum disorder. Research shows that this intervention can improve the child’s communication and overall family quality of life. PMI is one of the most cost-effective and ecologically validating approaches to promoting social communication in children with ASD and social communication difficulties. However, research on how parents perceive this experience is limited. There is even less research on the perspectives of multilingual and multicultural parents. This mixed methods study aims to explore parents’ perspectives of their participation in PMI. Specific research questions include (1) What are parents’ perceptions of parent mediated intervention? (2) Do Arabic and non-Arabic speakers hold differing perspectives on their experiences with parent-mediated intervention? Results from 3 parents of children with ASD indicate that parents generally had positive experiences with PMI with some variability with the degree of satisfaction. Bilingual parents, however, emphasised a desire for more individual time with the specialist, which may reflect cultural and linguistic considerations. These findings should be interpreted cautiously due to the small sample size, and warrants further research with a more diverse and larger sample.20 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.13 0