Abstract

Conclusion.  Parents of children with IDs experience high stress and insufficient social support. Therefore, beyond individual parent recommendations, there is a compelling need for systemic, education-focused interventions. It is recommended that schools and community organizations develop programs to facilitate parent support groups, provide resource navigation, and train educational staff on their role as key sources of support. By strengthening the ecosystem of support around the parent, educational outcomes for children with IDs can be improved.

Keywords: Parental stress, social support, intellectual disabilities, special education, Saudi Arabia

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