Empowering Language: Parents Insights on Enhancing English Learning for Children with Mild Intellectual Disabilities in Remote Enclaves

Abstract

This study aims to pinpoint the challenges faced by Saudi Arabian parents living in isolated regions when it comes to caring for and educating their children with modest intellectual disabilities. Nine parents were chosen from organisations and special education schools to take part in email interviews. Thematic analysis was used to examine the gathered data. The survey pinpointed three main concerns: difficulties in obtaining English language education, the importance of specialised instruction, and the training and assistance provided to teachers. Children in rural places encounter challenges in developing English language proficiency, highlighting the necessity of tailored instruction. This study explores the particular obstacles encountered by parents of children with mild intellectual disabilities in isolated areas of Saudi Arabia as they seek English language education. To effectively tackle these difficulties, it is essential to offer teachers suitable training and specialised education, eliminate current obstacles, and broaden educational opportunities. Facilitating cooperation between lawmakers and teachers can lead to the creation of customised language education initiatives, which in turn can enhance the cognitive and social growth of children with minor intellectual impairments.

Keywords

• Parental perspectives
• EFL
• Children
• Mild Intellectual Disabilities
• Remote Areas