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Children with autism spectrum disorders in the Arab Gulf countries – the Others?
... The Arab culture, in general, and Emirati culture, in specific, have unique variables that may impact early ASD diagnoses, like cultural and traditional interpretations, social repercussions, and the denial caused by shock, particularly for mental health disorders (Wentz, 2019). In the GCC countries, social repercussions impact families having a child with ASD or other disabilities (Kelly et al., 2016). ...
... The GCC countries share a similar cultural approach toward disabilities due to religious beliefs, tribalism, and social restrictions. However, the UAE, in particular, has an extra feature of western modernism as the native population constitutes less than 20% of the total country's population (Wentz, 2019). ...
... The religion of Islam was not hindering the autism diagnosis. Islamic philosophy positively views people with disabilities (Wentz, 2019). ...
Autism spectrum disorder (ASD) can affect individuals from different backgrounds, cultures, and heritages. Many cultural factors may change the individuals’ ASD experience in daily life. It also impacts how autism is tackled, interpreted, and acknowledged in various communities. Cultural perceptions about ASD and other disabilities may prevent people from seeking the help they need. Factors like gender, language, religion, economic status, nationality, beliefs, and values can lead to cultural differences even within the same ethnic group. The Gulf region has unique characteristics, such as religious beliefs, cultural and traditional interpretations, and social repercussions, which might impact early ASD diagnosis and intervention. This paper aims to discuss the impact of cultural aspects of the UAE and other GCC countries on the ASD situation.
Children face different potential problems during their development that may concern their parents. The parents usually want to emphasize whether their child is growing normally. An early childhood assessment can help indicate the child's strengths and weaknesses, which helps to answer parents in indicating their child's development. This early assessment is significant in determining the child's need for support and early intervention at an early age. Autism spectrum disorder (ASD) shows a high record prevalence in GCC countries ranging from 1.4 to 29 per 10,000 persons, representing a significant health concern. This chapter aims to provide an overview of autism states in the GCC Arab region, focusing on ASD cases, the barriers to early diagnosis, and the screening instruments.
The paper refers to a small fraction of raw data obtained during 50 interviews carried out in Lisbon and in Warsaw in 2017-2018. Through the preliminary interpretative analysis with the use of MAXQDA 2018, a connection between English language and soft power (Nye 2004) was established. 'Soft power' is a political concept, reintroduced in this paper through the novel interpretation of the research data, whilst looking at the English language from a socio-political, critical pedagogy perspective, in order to investigate its implications for social inclusion and exclusion. Moreover, unexpected matrixes of language, gender and power were discovered, embodying Boudon's concept of unintended consequences of social action (1993). The study was conducted with the use of soft system methodology (SSM) and the notion of 'soft' in social sciences was explored. It also introduced SSM to the analysis of social aspects of the English language in public spaces in Poland and Portugal. Moreover, the results of the study confirmed that there is a connection between English language acquisition and the socioeconomic positioning of workers in these locations. The study should be treated as singular and with no intention of building a universal theory, but aims to look into language from an original perspective and to share the most interesting quotes from the research participants, to reveal people's own voices and their own words (appropriately coded to maintain anonymity) and to establish direct contact between the interviewees and their audience.
The purpose of this article is to provide a brief background about the educational system in the United Arab Emirates and particularly describe the present types of programs and services offered within the country with respect to individuals with special needs. In addition, findings of an ongoing study about the attitudes of teachers and preservice teachers towards the integration of children with special needs into regular schools across the United Arab Emirates have been discussed. As the country continues its dramatic period of change as a nation, changes in the education of children with special needs will occur at a rapid rate. For success in the change process information on the attitudes and anxieties of the major stakeholders needs to be investigated and addressed. The findings of study would contribute to the literature base. Finally, the educational implications and recommendations will be explored within the social, religious and cultural contexts of the country. The United Arab Emirates (UAE) is comprised of seven emirates. Situated on the Arabian Gulf, east of Saudi Arabia and north of Oman, the UAE has a long history of local tribal lifestyle and of later European influences. The country has dramatically emerged into the mainstream of modernism over the past 40 years. The economy is driven by oil and gas and recently tourism. There is a large expatriate population. In 1951, the Trucial States Council was formed, bringing all the leaders of the various groups throughout the region together. In 1971 the formal joining of the seven emirates (Abu Dhabi, Dubai, Sharjah, Ras-Al-Kahaimah, Fujairah, Umm Al Qaiwain, Ajman) was
Objective:
To assess the current state of knowledge on the epidemiology of autism in Arab Gulf countries, and identify gaps for future research.
Methods:
PubMed and ScienceDirect databases were used to identify relevant articles published until the 3rd of April 2013 (date of search). The search was conducted using the electronic library of King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia. Studies were eligible for inclusion if they concerned the epidemiology of autism, conducted in any Arab Gulf country, and published in English.
Results:
Twelve articles met the inclusion criteria. Studies showed a prevalence ranging from 1.4 to 29 per 10,000 persons. Identified risk factors were metabolic, autoimmune, and environmental in nature. The following determinants were found as possible contributing factors for autism: suboptimal breast-feeding, advanced maternal and paternal age, cesarean section, and prenatal complications.
Conclusion:
Only a few studies explored the epidemiology of autism in Arab Gulf countries and none have investigated the burden of the disease on the child, family, or society. More research is needed to better identify the burden and risk factors of autism in Gulf countries.
This paper aims to provide an analytical perspective of Islamic philosophy on disability by examining some texts from the Qur'an and Sunnah, as well as differentiating between cultural practice and real Islamic perspectives. Despite the fact that Muslims share the same beliefs and principles, people's attitudes and understanding regarding these concepts, and their reactions to individuals with a disability, may vary depending on the intensity of a person's faith, as well as their socio-economic status, level of education, awareness and, more importantly, their cultural context. Indeed, special emphasis will be given to cultural differences and their influence on Muslims' understanding and practice of Islamic philosophy within this context, where cultural perspectives play a crucial role in framing attitudes towards disadvantaged people.
The purpose of this study is to seek a first-hand understanding of the Islamic position and attitude towards disability by examining the primary sources of Islamic teaching— the Qur'an and the life example of the Prophet Muhammad as preserved in his sayings and teachings (Hadith). We search the Qur'an for references to such terms as blind, mute, deaf, lame, weak, orphan, destitute/needy, and wayfarer. We attempt to understand the intent of these terms by examining the roots of the Arabic words and investigating their possible synonyms; cross- referencing the Qur'anic verses containing the same terms; and confirming the meaning with the Hadith. We conclude that the concept of disability, in the conventional sense, is not found in the Qur'an. Rather, the Qur'an concentrates on the notion of disadvantage that is created by society and imposed on those individuals who might not possess the social, economic, or physical attributes that people happen to value at a certain time and place. The Qur'an places the responsibility of rectifying this inequity on the shoulder of society by its constant exhortation to Muslims to recognize the plight of the disadvantaged and to improve their condition and status.
This study investigates early and modern sources of Islamic law, looking for their viewpoints and attitudes towards treating disabilities. Two main methods of treating disabilities have been traced. The first method, termed in Islamic sources as physical medicine, is based on using medicines and drugs as known within the realms of the science of medicine. The second method, called spiritual medicine, makes use of specific religious deeds or formulae, including, for instance, texts from the Quran and words ascribed to the Prophet of Islam. This study presents a detailed overview of these two methods within Islamic law, the attitudes of Muslim jurists towards these two methods, and, finally, "treatments" developed within each method to prevent the occurrence of disability or to cure it.
This paper focuses on findings from a qualitative study of care-giving Arab Muslim families of chil-dren with developmental disabilities in the United Arab Emirates. The perceptions of mothers in relation to family acceptance and social inclusion issues are explored. Parental views of existing provision are also considered with regard to existing services for children with special needs in the region. Findings indicate that, in common with other Middle Eastern countries, social stigma is prevalent and this impacts upon the disabled child as well as the mother. However, this is in turn ameliorated by the influences of religion, which constitute an example of family resilience, in addi-tion to the strides made in social development in this region.
We provide a systematic review of epidemiological surveys of autistic disorder and pervasive developmental disorders (PDDs) worldwide. A secondary aim was to consider the possible impact of geographic, cultural/ethnic, and socioeconomic factors on prevalence estimates and on clinical presentation of PDD. Based on the evidence reviewed, the median of prevalence estimates of autism spectrum disorders was 62/10 000. While existing estimates are variable, the evidence reviewed does not support differences in PDD prevalence by geographic region nor of a strong impact of ethnic/cultural or socioeconomic factors. However, power to detect such effects is seriously limited in existing data sets, particularly in low-income countries. While it is clear that prevalence estimates have increased over time and these vary in different neighboring and distant regions, these findings most likely represent broadening of the diagnostic concets, diagnostic switching from other developmental disabilities to PDD, service availability, and awareness of autistic spectrum disorders in both the lay and professional public. The lack of evidence from the majority of the world's population suggests a critical need for further research and capacity building in low- and middle-income countries. Autism Res 2012, ••: ••-••. © 2012 International Society for Autism Research, Wiley Periodicals, Inc.
[Excerpt] This monograph offers an introduction to and overview of a broad spectrum and diversity of Muslims with disabilities and chronic health conditions who come from a variety of backgrounds and circumstances. The perspective provided here also highlights larger issues of human rights. Given the current immigration trends in the United States, it is critical that service providers work across cultures and systems to help Muslims access disability and health care services and resources in their communities. Over the years, service professionals and researchers have come to recognize that individuals with disabilities and health conditions do not always hold the same health beliefs, understandings, objectives, and priorities as the service providers they encounter. The result is an intercultural gap in understanding between clients and providers that may result in a poor treatment or rehabilitative outcome. This monograph will use the terms client, consumer, and patient interchangeably to denote those seeking disability services, medical services, or both. We emphasize that to bridge the gap between Muslim service users and mainstream U.S. service systems, service providers in disability and rehabilitation systems need to increase their sensitivity and ability to accommodate differences between their services and the needs of their clients.
The professional literature provides ample evidence that individuals with autism exhibit a myriad of unusual social, communication, and behavioral patterns of interactions that present challenges to their families and service providers. However, there is a dearth of quality works on multicultural issues regarding autistic spectrum disorders. In this article, we explore issues surrounding autism and multiculturalism, with the intent not to provide answers but to raise questions for further examination. We focus our discussions on two primary issues: autism within cultural groups and multicultural family adaptation based on the framework of pluralistic societies in which some cultural groups are a minority within the dominant culture. We found differences in prevalence rates across races for autism and little information regarding how multicultural families adapt to raising a child with autism. Further, students with multicultural backgrounds and autism are challenged on at least four dimensions: communication, social skills, behavioral repertoires, and culture. Future research in these areas is clearly warranted.
One Boy’s Journey: Living with Autism in the UAE
Alia L. Nahad (pseudonym)
Abstract
The world continues to see a rise in the number of cases of autism and Autistic Spectrum Disorder (ASD). Yet even as the world acknowledges the increase, not every culture or country views autism the same way. This article discusses my personal encounter with autism when my son was diagnosed as a child while living in the United Arab Emirates (UAE). It looks at autism from the perspective of the Arab world and how Arab culture understands autism. Furthermore, it discusses the challenges families with autistic children face when attempting to find assistance in the UAE. The article also acknowledges the strides being made by the UAE in dealing with autism.
Full Text: PDF DOI: 10.15640/jpbs.v3n2a13
Background: Bullying has become one of the most frequent forms of school violence with nearly 30% of children involved either as bully, victim or bully and victim (Bradshaw, Sawyer, & O’Brennan, 2006). Children who are bullied report higher levels of depression and lower levels of self-esteem (Seals and Young, 2003). In more extreme cases, victims present with suicidal thoughts and actions (Arseneault et al., 2010). The majority of studies dedicated to the prevalence and consequence of bullying have been limited to the regular education population, with few studies dedicated to bullying and children with ASDs. ASD-focused studies have been restricted by small clinical samples and particular age groups and ASD diagnosis types. These studies, however, speak to a notable increased risk of bullying in ASD children (e.g. Little, 2007). The present study intends to determine the prevalence of bullying using the largest and most diverse clinical population of children with ASDs to date.
Objectives: 1) Determine the prevalence of bullying in a sample of ASD children. 2) Identify risk factors for being bullied.
Methods: Parents were recruited from the Interactive Autism Network (IAN), an online, national voluntary registry of families who have children with an ASD. Five hundred parents, with children aged 6-15 years, completed a survey dedicated to their child’s school experiences (the full sample of 2100 parents will be presented at the conference). As a control group, parents were also asked to comment on the school experiences of any non-affected children. Basic tablatures were used to calculate the prevalence of bullying in the sample, and a multiple logistic regression was used to estimate the Odds Ratios (ORs) of being bullied in the past month by child and school characteristics.
Results: At the time of the analysis, 70% of parents reported that their child had been bullied in their lifetime, while 42% had been bulled in the past month. In comparison, 43% of non-affected siblings were bullied in their lifetime and 9% were bullied in the past month. The adjusted multiple logistic regression model revealed children with Asperger’s to be more likely to be bullied than children with other ASDs (OR=3.01, 95% CI: 1.77-5.16, p<0.001). Demographic differences included children in elementary school being more likely to be bullied than children in high school (OR=3.34, 95% CI: 1.42-7.82, p=0.006), while children in public schools were more likely to be bullied than children in private schools (OR=2.22, 95% CI: 1.01-4.89, p<0.05). Children who received free or reduced breakfast or lunches were also more likely to be bullied (OR=2.61, 95% CI: 1.54-4.41, p<0.001). Finally, males were less likely to be bullied in the past month than females (OR=0.52, 95% CI: 0.30-0.91, p=0.02).
Conclusions: Children with ASDs were bullied at rates higher than the general education population and their non-affected siblings, warranting the need for interventions against bullying that take into account this vulnerable population. Children with Asperger’s were at the greatest risk of being bullied, perhaps a consequence of these children being the most likely to attend public, regular education schools.
The paper reviews common uses of models and terminology, then sketches a few social responses to disablement in historical Zoroastrian, Jaina and Daoist philosophies. Accompanying a discussion of the 'merits of uselessness', Chuang-tzu's holistic social model is reconstructed. A Buddhist tale of 'hunchback Khujjutara' suggests that karma may usefully be seen as an educational, rather than retributive force. Contested histories of blind Japanese and Chinese people, and the dramatic enactment of contradictory behaviour towards them, support the view that Asian meanings of disablement should not be forced into modern European categories, but may challenge and refresh them.
In this article, Dr Emad M. Alghazo and Dr Eman El. Naggar Gaad, both assistant professors at the Department of Special Education in the United Arab Emirates University, report on their research into the attitudes of mainstream teachers towards the inclusion of students with disabilities. The research took place in the Emirate of Abu-Dhabi, the capital of the United Arab Emirates, and set out to explore the extent to which general education teachers there accept the inclusion of students with disabilities in mainstream classrooms. The research process incorporated a questionnaire survey, analysed quantitatively, and a series of interviews with teachers to follow up on a range of issues. The analysis of the results takes account of a number of variables, including the gender of the respondents; number of years' experience as a teacher; and type of learner disability. Emad Alghazo and Eman Naggar Gaad report that there is more work to be done on the development of an ‘inclusion culture’ among teachers in the United Arab Emirates. They close their article by making a series of recommendations for future practice focusing on initial teacher education, continuing professional development and attitudinal change.
Disability in the past of eastern religions has attracted little formal or comparative scrutiny. A range is sketched here of historical data, viewpoints and attitudes on disability in Hinduism, Buddhism and Islam, which continue to influence the thoughts of half the world's population. Approaches for more detailed studies are suggested, moving towards such global measures for understanding, remediating and accommodating disability as would be more appropriate and acceptable to the non-western majority. Popular notions associated with disabilities in these religions are discussed.
Available evidence from the literature suggests that the prevalence of autistic disorder may be on the rise world wide, but
no prevalence studies have been carried out till date in the Arabian Gulf region. A representative random sample of 694 three-year-old
United Arab Emirates national children was evaluated in a two-stage study in the community. In the first stage, using Autism
Screening Questionnaire, 58 per 10 000 children were noted to have autistic features. In the second stage using clinical interview,
the weighted prevalence was estimated to be 29 per 10 000 for a DSM-IV diagnosis of pervasive developmental disorder (PDD).
However, none of these children had been diagnosed prior to the study. Presence of autistic features was associated with male
gender, presence of behavioural problems and a family history of developmental delay. The rate of PDD observed in the UAE
is comparable with that reported from western countries. However, the lack of recognition of these disorders suggests the
need for a comprehensive screening program, as early diagnosis can open the door for early intervention which in turn may
improve the prognosis.
Increasing number of autism cases in UAE demands more facilities, awareness: More professionals needed to participate in intervention programmes
- S Pathak
Pathak, S. 2012. Increasing number of autism cases in UAE demands more
facilities, awareness: More professionals needed to participate in intervention programmes. http://gulfnews.com/news/uae/education/increasing-number-of-autism-cases-in-uae-demands-more-facilities-awareness-1.989465/ (30.06.2018).
Arab region 'lacks' disability awareness
- J Reinl
Reinl, J. 2008. Arab region 'lacks' disability awareness.The National, 03 September. http://www.thenationalae/news/world/middle-east/arab-regionlacks-disability-awareness/ (10.09.2018).
Intercultural communication with Arabs: Studies in educational, professional and societal contexts
- S Abdul-Hadi
- L A Alnaizy
- B Aref
Abdul-Hadi, S., Alnaizy, L.A., Aref, B., and AlShamsi, A. 2015. Integrating
people with disabilities into society in the UAE. In: Raddawi R. ed. Intercultural communication with Arabs: Studies in educational, professional
and societal contexts, Heidelberg, New York: Springer, pp. 327-345.