Review of the literature on the currently available services for special needs children and early intervention programs in the Kingdom of Saudi Arabia, supports the fact that early intervention services for young special needs children and their families are very limited. The present study aims at determining the importance of early intervention services for children with special needs and their families. The study also aims to firstly identify the need for establishing more early intervention programs across the country as well as to give suggestions for effective utilization of the presently available services. Secondly, the study focuses on determining the needs o mothers of children with intellectual and physical impairments. Thirdly, the study aims to assess the extent to which the available services are benefiting the special needs children and their families. A descriptive research study was conducted on a sample of 27 mothers of young children with intellectual and physical impairments. Three questionnaires were designed and distributed to obtain information about the following issues: 1) the current early intervention services available for young. special needs children in the Kingdom of Saudi Arabia and the Gulf countries. 2) the background information of the families of the sample. 3) the needs of the mothers in the sample. The data was qualitatively analyzed and interpreted by comparing frequencies and their corresponding percentage values. Results of this study indicated that the majority of the mothers expressed severe and moderate need for more information about their child's impairment; and needed more services and intervention programs for their child. Results from the study also established a relationship between some of the socio-economic background variables and the different categories of needs. Finally, some of the needs of the mothers were met with the early intervention services provided by the centre where the study was conducted. / Inclusive Education / D.Ed.(Special Education)

Much has been said and written over recent years about Attention-Deficit/Hyperactivity Disorder. There is a certain amount of confusion as to what exactly the condition constitutes and controversy continues to rage regarding treatment. A significant number of children appear to be affected. Previously, parents and teachers ·were blamed for failing to discipline effectively. Often, the difficulties remained undiagnosed and untreated. Thanks to the wisdom of so many experts who have generously shared their knowledge and considerable expertise, there is an increased awareness of ADHD. Although there is no cure, there are ways to manage the difficulties. However, early diagnosis and intervention is critical. Since many different symptoms are associated with the disorder, a multi-modal treatment plan has been found to lead to a better outcome. For the purpose of this study, a multi-modal programme was planned to address the needs of a small group of children with ADHD and their parents. The intention was to empower the parents, within a supportive group environment, by providing them with knowledge about the disorder and guidelines for managing the difficult behaviour. In addition, an attempt was made to change the negative behaviour patterns of the children through the medium of story-telling. It was hoped that by reducing the levels of parental stress, parents would be more competent to cope with their educational demands, so that their children could be guided more positively towards adulthood. The results of the programme were positive. Teachers and parents reported better behaviour by the children. The parents' stress levels were reduced. The parents expressed greater understanding about the disorder and a hopefulness that they could better manage their children. They felt they had benefitted from the advice given by other parents who were facing similar challenges. However, they felt that a short-term programme was insufficient to address all their needs and they expressed a need for ongoing support. In view of the chronicity of the disorder and the constantly changing needs of the child on his journey towards adulthood, cognisance was taken of the fact that longterm intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)

Much has been said and written over recent years about Attention-Deficit/Hyperactivity Disorder. There is a certain amount of confusion as to what exactly the condition constitutes and controversy continues to rage regarding treatment. A significant number of children appear to be affected. Previously, parents and teachers ·were blamed for failing to discipline effectively. Often, the difficulties remained undiagnosed and untreated. Thanks to the wisdom of so many experts who have generously shared their knowledge and considerable expertise, there is an increased awareness of ADHD. Although there is no cure, there are ways to manage the difficulties. However, early diagnosis and intervention is critical. Since many different symptoms are associated with the disorder, a multi-modal treatment plan has been found to lead to a better outcome. For the purpose of this study, a multi-modal programme was planned to address the needs of a small group of children with ADHD and their parents. The intention was to empower the parents, within a supportive group environment, by providing them with knowledge about the disorder and guidelines for managing the difficult behaviour. In addition, an attempt was made to change the negative behaviour patterns of the children through the medium of story-telling. It was hoped that by reducing the levels of parental stress, parents would be more competent to cope with their educational demands, so that their children could be guided more positively towards adulthood. The results of the programme were positive. Teachers and parents reported better behaviour by the children. The parents' stress levels were reduced. The parents expressed greater understanding about the disorder and a hopefulness that they could better manage their children. They felt they had benefitted from the advice given by other parents who were facing similar challenges. However, they felt that a short-term programme was insufficient to address all their needs and they expressed a need for ongoing support. In view of the chronicity of the disorder and the constantly changing needs of the child on his journey towards adulthood, cognisance was taken of the fact that longterm intervention is essential. / Psychology of Education / D.Ed. (Psychology of Education)