الاتجاهات العالمية في فهم العوامل النفسية والاجتماعية المؤثرة على خدمات التربية الخاصة لأطفال التوحد: مراجعة منهجية

Abstract

This systematic review aims to analyze global trends in understanding the psychological and social factors influencing special education services for children with Autism Spectrum Disorder (ASD), with the objective of extracting applicable insights for local contexts, particularly in Arab countries. The study employed a systematic review methodology following PRISMA guidelines, analyzing (39) studies published between 2015 and 2025, selected from global and Arabic databases. Thematic Analysis was the primary tool for analyzing the extracted qualitative data. The results reveal a fundamental paradigm shift from an individual-focused perspective on the child to an ecological-interactive model that recognizes the pivotal role of the family and community. Findings indicate that families, particularly mothers, face immense psychological and social stress, and that students with ASD encounter persistent challenges in social and academic inclusion. The review also highlights the effectiveness of parent-mediated interventions and the critical need for culturally adapting therapeutic programs. This study contributes a comprehensive framework connecting international evidence with local needs, recommending the establishment of integrated family support programs, development of genuinely inclusive school environments, appointment of case managers, and adaptation of globally-recognized interventions to fit the local context.