Saudi and Bahraini Mothers' Experiences of Including Their Autistic Adolescent Sons in Education: A Capabilities Approach

Abstract: Saudi Arabia and Bahrain have both signed the 2006 UN Convention on the Rights of Persons with Disabilities and have a number of acts and policies which support inclusive education for children with disabilities. However, achieving the goals of equitable education at all levels remains a challenge, especially for autistic children. This article reports on the experiences of mothers from Saudi Arabia and Bahrain in trying to find schools or autism centres for their autistic adolescent sons. The research is based on in‐depth interviews with 17 mothers, the majority of whom reported that educating their sons is challenging, and that the schools and centres are inadequate or expensive, with the result that a number of participants' children had to stay at home to the detriment of the boys and their mothers' wellbeing. The findings are interpreted using the capabilities approach, a normative, evaluative framework on questions of social justice and individual flourishing. A capability ev

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: Social Inclusion ; 9 (2021) 4 ; 26-35

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Mannheim
• (who): SSOAR, GESIS – Leibniz-Institut für Sozialwissenschaften e.V.
• (when): 2021
• Creator: Daghustani, Wid ; MacKenzie, Alison

Further information

• DOI: 10.17645/si.v9i4.4556
• URN: urn:nbn:de:101:1-2023041408061961666441
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 14.08.2025, 11:03 AM CEST