Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers’ knowledge of SGLD and differentiation in Saudi Arabia and the Middle East. To fill this knowledge gap, we interviewed 9 primary school teachers in Madinah, Saudi Arabia. The interview data were analysed using content analysis. Our conceptual framework is based on the theories of Howard Gardner, who believe that all students learn in different ways. We also considered Lev Vygotsky’s view that students learn best with instructions that meet their individual developmental level and address their zone of proximal development. Our findings suggest that teachers are willing to teach SGLD along with other students in the same classroom. Although they understand that differentiation is important, they were not implementing it for SGLD. Professional training and development related to teaching SGLD can improve the educational outcomes for SGLD. These results can assist teachers and educational personnel to seek optimal methods to identify and assist SGLD in Saudi Arabia and other regions. Finally, we provide recommendations for accommodations, strategies, and a differentiated curriculum for SGLD in primary schools.

Background: Those with Intellectual Disability (ID) often face challenges in accessing mental healthcare for panic disorder for a variety of reasons, including diagnostic overshadowing, limited communication abilities, and insufficient specialized training among School Psychologists. This necessitates exploring psychologists' perspectives to bridge the treatment gap. Aims: This study aims to explore the barriers to school-based identification and support for panic disorder among students with ID, from the perspectives of school psychologists. The goal is to provide insights that inform improvements in educational mental health practices and policy development within the school setting. Methods and procedure: The authors conducted semi-structured interviews with 10 licensed psychologists working in public high schools that offer special education programming for students with ID. The data obtained were then examined using Braun and Clarke's (2006) six-phase thematic analysis using NVivo12. The analysis was guided by Bronfenbrenner's Ecological Systems Theory (1979) conceptualization of stigma to frame psychosocial barriers. Results and outcomes: Thematic analysis revealed five main themes categorized into two overarching levels: Student-Level and Diagnostic Barriers (Micro-System) and Systemic and Institutional Barriers (Exo and Macro-Systems). Findings highlight a critical “communication gap” where traditional diagnostic protocols fail to capture atypical somatic cues and “behavioral proxies” of panic in students with ID. Additionally, a significant “implementation lag” was identified between the strategic aspirations of Saudi Vision 2030 and school-level realities, exacerbated by fragmented referral pathways, cultural stigma, and the absence of standardized, visually-oriented clinical tools. Conclusions and implications: The study concludes that a national mandate for inclusion is insufficient without localized, visually adapted protocols and formalized interdisciplinary communication. By applying Ecological Systems Theory, the findings demonstrate that sustainable improvement in mental healthcare for students with ID requires synchronized interventions across the micro, meso, and macro-levels. This research provides a roadmap for policymakers to bridge the gap between policy and practice, ensuring a more equitable and culturally responsive mental health system in Saudi Arabia.

Background/Objectives: Syrian refugee children with disabilities face multiple barriers to accessing essential healthcare, education, psychological support, and protection services. These challenges are often compounded by displacement, poverty, language and documentation difficulties, and limited specialized services. This study aimed to explore these barriers and their interrelated challenges exclusively from the perspectives of practitioners working directly with this population within a refugee-camp context. Methods: A qualitative case study design was employed, utilizing purposive sampling to recruit 10 Syrian psychologists working directly with children with disabilities in a refugee camp in Hatay Province, Turkey. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s six-step thematic analysis. Data were therefore derived exclusively from practitioners’ perspectives and did not include direct interviews or other data collected from children or caregivers. Results: Five interconnected domains of barriers were identified: trauma and mental health; limited access to general and specialized healthcare; documentation, language, and educational-system barriers; poverty and child labor; and unsafe living conditions and inadequate protection. Participants also described substantial family-level economic and caregiving pressures. However, because children and caregivers were not interviewed, the findings represent practitioner-informed perceptions rather than direct accounts of lived experience or population-level prevalence estimates. Conclusions: This study contributes to the limited literature by illustrating, from practitioners’ perspectives, how disability, displacement, service-access constraints, and protection risks interact within a refugee-camp context. The findings support the development of inclusive and trauma-informed services, proactive screening and outreach initiatives, family-centered support, and coordinated responses across health, education, protection, and humanitarian sectors.

Background: Although previous scientific studies have confirmed that vaccinations are safe and do not result in harm to students with and without disabilities, some parents of students with autism spectrum disorders (ASD) had concerns that vaccines might cause potential medical issues for their children. These concerns may have an impact on these parents’ decision to vaccinate their students against COVID-19. Therefore, this study aims to explore and understand the concerns of parents of students with ASD about the safety of the COVID-19 vaccination and to what extent these concerns can diminish the willingness of parents of students with ASD to vaccinate their children against COVID-19 in Saudi Arabia (SA). Methods: a qualitative design was adapted through a developed semi-structured interview. Participants included eight parents of students aged 12 years and over with ASD, who were enrolled in two male state-funded institutions that provide educational services to those with developmental disabilities, including ASD in Riyadh, SA. The study was conducted between 17th of September and the 15th of November 2022. Results: The results indicated that parents had several concerns regarding the safety of the COVID-19 vaccines. However, their concerns have not diminished their willingness to vaccinate their children. To increase parents’ knowledge and relieve their concerns, several recommendations should be applied such as strict penalties being imposed on parents who refuse to have their children vaccinated, because they put their children in a risky position and the authorities in this matter and using the media to convince the community of the importance of the vaccine and the necessity of addressing it. Conclusion: The current study emphasized the need to provide more care and support for parents with children with disabilities. An urgent intervention should be provided for children with ASD because they are more likely to be at a higher risk of COVID-19 illness due to the increased prevalence of underlying health conditions, suboptimal vaccination rates, and systemic inequities. Keywords: COVID-19, vaccines, autism, Saudi Arabia