Nouf Salem Almarzouq1*
Modhawi Abdulrazaq Almedlij2- 1Department of Special Education, College of Basic Education, The Public Authority for Applied Education and Training, Al-Ardiya, Kuwait
- 2Department of Curriculum and Instruction, Imam Abdulrahman Bin Faisal University, Damman, Saudi Arabia
Objectives: This study aimed to explore parents’ perspectives and levels of satisfaction regarding the availability of supportive health and educational services for children with Autism Spectrum Disorder (ASD) in Kuwait.
Methodology: A descriptive approach was adopted, using a questionnaire as the primary data collection tool. The study sample consisted of 82 parents, randomly selected from families of children with ASD in Al-Ahmadi Governorate. The questionnaire assessed two main dimensions: supportive health services and supportive educational services.
Results: The findings indicated that the availability of supportive services for children with ASD in Kuwait was generally high. The mean score for health services was 4.12 (SD = 0.43), followed by educational services with a mean score of 4.14 (SD = 0.56). Demographic variables, such as monthly family income, did not significantly affect the difficulties faced by parents (p > 0.05). Statistically significant differences were observed between families with one child (n = 80) and those with more than one child (n = 2). Families with one child rated health services higher (4.14 vs. 3.01), whereas families with more than one child rated educational services higher (4.22 vs. 3.23). However, these findings should be interpreted with caution due to the very small number of participants in the group with more than one child, which limits reliable statistical comparison. Overall, families with one child had a higher overall mean rating (4.17) compared to those with more than one child (3.11), reflecting potential differences in experiences and challenges between the two groups.
Conclusion: The study concludes that Kuwait has made significant progress in providing supportive educational and healthcare services for children with Autism Spectrum Disorder (ASD). Parents generally reported high levels of satisfaction with both types of services, reflecting the government’s commitment to inclusive policies, strong financial support, and continuous investment in developing specialized centers and healthcare programs. However, certain areas—such as the implementation of modern therapeutic techniques and the adoption of international best practices—still require further development and greater investment in research and professional training.
Introduction
Autism Spectrum Disorder (ASD) Spectrum Disorder (ASD) is a lifelong neurodevelopmental condition characterized by persistent deficits in communication, social interaction, and behavior. It presents with a wide range of symptoms and severity levels, often including repetitive behaviors, restricted interests, and sensory sensitivities (American Psychiatric Association, 2013). These features significantly affect various aspects of an individual’s life—socially, educationally, and vocationally—and typically require long-term support. In recent years, the global prevalence of Autism Spectrum Disorder (ASD) has increased, placing greater pressure on families, service providers, and policymakers. Epidemiological studies estimate that ASD affects between 1 and 2% of the population globally (Lai et al., 2017), with some studies suggesting a rate as high as 1 in 59 children (Baio et al., 2018). This rising prevalence highlights the urgency of addressing the complex and diverse needs of individuals on the spectrum.
Autism Spectrum Disorder (ASD) is not only a medical condition but a developmental challenge with profound social implications. The World Health Organization (2019) emphasizes that Autism Spectrum Disorder (ASD) manifests early in childhood and persists throughout life, affecting how individuals perceive the world and interact with others. The developmental trajectory of children with ASD often includes significant delays in language acquisition, challenges in adapting to social norms, and heightened sensitivity to sensory stimuli. These difficulties, which can range from mild social awkwardness to severe cognitive impairment, create significant barriers to inclusion in mainstream education and society (Barrett et al., 2014). Consequently, families of children with ASD often face a range of challenges—emotional, financial, and logistical—that impact their overall quality of life (Begum and Mamin, 2019; Alvarez, 2021).
It is characterized by persistent difficulties in social communication and interaction, along with repetitive and restrictive behaviors and atypical sensitivity to sensory stimuli. This disorder is associated with changes in brain structure and function, which affect the ability to process social and sensory information normally. The severity of symptoms varies among individuals, necessitating multidisciplinary therapeutic interventions that focus on improving communication skills, behavior, and sensory support. Early intervention is considered essential to enhance the chances of improvement and achieve greater independence in life (American Psychiatric Association, 2013).
Autism Spectrum Disorder is characterized by a variety of features that affect social communication and sensory behavior in affected individuals. These features include difficulties in social interaction, such as impaired ability to understand nonverbal cues and nonverbal communication, in addition to repetitive and restricted behavioral patterns involving adherence to routines or narrow interests. Many individuals also exhibit hypersensitivity or hyposensitivity to sensory stimuli such as sounds, light, and touch, which affects their daily responses (Lord et al., 2020). These characteristics vary widely among individuals, making it necessary to adopt individualized and specialized intervention programs that meet each person’s specific needs.
Historically, Autism Spectrum Disorder (ASD) was misunderstood and often misattributed to poor parenting, particularly maternal detachment. However, contemporary research has clearly established the neurological and genetic underpinnings of ASD (Masouda and Khalida, 2022). Scientific inquiry now focuses on identifying brain-based mechanisms and early diagnostic markers to inform more effective interventions. The diversity in symptom presentation across individuals has prompted the development of personalized, multidisciplinary treatment models that often include behavioral therapy, speech and language support, occupational therapy, and educational accommodations. Early intervention, particularly when tailored to a child’s unique developmental profile, is widely recognized as a key factor in improving long-term outcomes. Supportive services are essential to help children with autism spectrum disorder develop basic life skills and achieve greater independence. These services are non-training in nature and are provided by specialists (experts or professionals or others) to individuals with disabilities. They include medical and school health services, psychological, social, and community services, in addition to technical support and assistive devices. These services aim to support the individual in various aspects of life to improve quality of life and autonomy (Hanfi, 2009). Supportive services are therefore essential to help children with Autism Spectrum Disorder (ASD) develop essential life skills and achieve greater independence. However, access to such services remains uneven, especially in developing countries. Scattoni et al. (2023) highlight several systemic barriers that hinder service delivery, including delayed diagnoses, insufficient early intervention programs, and a lack of trained professionals. These challenges are particularly pronounced in underserved communities, where long waiting lists and fragmented care further complicate access to effective support.
In recognition of these challenges, there has been a global shift from the traditional medical and charity-based models of disability to a more inclusive, rights-based approach. The disability rights movement, along with frameworks such as the United Nations Convention on the Rights of Persons with Disabilities (CRPD), advocates for equality, empowerment, and social integration for individuals with disabilities. According to the United Nations Development Programme (2022)) and the International Labour Organization (2021), governments have a duty to ensure access to comprehensive, affordable, and culturally appropriate health and educational services for individuals with disabilities, including children with ASD.
Waltari (2023) underscores the importance of designing services that meet the specific needs of children with Autism Spectrum Disorder (ASD), such as speech-language therapy, occupational support, behavioral interventions like Applied Behavior Analysis (ABA), and inclusive educational programs. While ABA is widely recognized as an effective evidence-based practice, access is often limited by high costs and inadequate insurance coverage. For instance, in the U.S. state of Indiana, proposed Medicaid cuts have threatened the sustainability of ABA services, raising concerns about service continuity for vulnerable families.
Educational support, in particular, is critical for promoting the inclusion and academic development of children with Autism Spectrum Disorder (ASD). Rezkiani and Diana (2023) highlight the need for individualized education programs (IEPs) that address not only cognitive development but also social and emotional growth. These programs may be implemented in specialized schools, integrated classrooms, or fully inclusive settings. McConkey (2023) further emphasizes that the health care system must also adapt to become more inclusive, by training professionals in Autism Spectrum Disorder (ASD)-specific care and establishing Autism Spectrum Disorder (ASD)-friendly service environments. Additionally, research in Gulf area, specifically in Qatar, showed that social support has an evident impact on family quality of life of children with developmental disabilities (Hassanein et al., 2021, 2022). In turn, a family’s quality of life (FQOL) has been shown to impact the quality of life for the child with developmental disabilities (Chen et al., 2014). Therefore, ensuring that family-centered approaches to appropriate support are increasingly common (Vanderkerken et al., 2019; Werner et al., 2009).
In terms of Kuwait’s role as a developing country, children with autism spectrum disorder (ASD) have access to a variety of health and educational services aimed at supporting their development and integration into society. However, the availability and accessibility of these services are greatly affected by family income. Low-income families may find it difficult to cover the financial, medical, and educational costs necessary to adequately care for their child, while high-income families have greater access to specialized services and treatments. The diversity of social classes in Kuwait also highlights disparities in access to services, making the equitable distribution of resources a critical issue. The Kuwaiti government has developed carefully designed public policies to ensure the effective implementation of recommended practices in the care and education of children with autism spectrum disorder. These policies focus on providing inclusive education, supported health services, specialized centers, and support programs that aim to reduce social and economic barriers for families, thereby promoting equal opportunities for all children with ASD regardless of their socioeconomic backgrounds (Kuwait Public Policy Center, 2022).
Parental advocacy is a central driver in the pursuit of appropriate services for children with ASD. However, parents often experience considerable stress and dissatisfaction with the quality or availability of services. A literature review by Turnage and Conner (2022) found that parents of children with Autism Spectrum Disorder (ASD) frequently report lower quality of life due to the severity of their child’s condition, lack of financial and emotional support, and difficulties navigating fragmented service systems. In a related study in the United Arab Emirates, Al-Bustami et al. (2017) examined how demographic variables influenced parental satisfaction with Autism Spectrum Disorder (ASD) services. Their findings indicated that while most socio-demographic factors had no significant impact, the severity of the child’s disability was a critical determinant of perceived service effectiveness.
Despite international recognition of the importance of early intervention and inclusive services, many families continue to face significant challenges in accessing the support their children need. This gap is particularly evident in the Gulf region, including Kuwait, where there is a pressing need to assess the availability and quality of services dedicated to individuals with Autism Spectrum Disorder (ASD). Although initiatives like Kuwait’s Vision 2035 and the establishment of the Public Authority for Disability Affairs (PADA) aim to improve conditions for persons with disabilities, gaps in policy implementation, provider training, and interagency coordination remain substantial.
The reviewed literature clearly demonstrates the multidimensional and lifelong impact of ASD on individuals and families. It also underscores the importance of a holistic, interdisciplinary, and rights-based approach to supporting children with Autism Spectrum Disorder (ASD)—one that ensures early diagnosis, customized care, equitable access to services, and active family engagement. Therefore, the current study seeks to investigate the availability of supportive educational and health services for children with Autism Spectrum Disorder (ASD) in Kuwait, as perceived by their parents, and to explore how various demographic factors influence service accessibility. This research aims to contribute evidence that may inform policy, enhance service delivery, and ultimately support a more inclusive and effective system of care for children with Autism Spectrum Disorder (ASD) and their families.
The study’s findings are consistent with several previous studies that have addressed support for children with autism and the services provided to them. They agree with Waltari (2023) regarding the importance of providing specialized services that meet the needs of children with autism, such as behavioral therapy, speech and language support, and occupational therapies. They also align with the findings of Scattoni et al. (2023) on gaps in care, such as a lack of training for health service providers and delays in early diagnosis. The study also points to the importance of diversity in educational services, consistent with Rezkiani and Diana (2023), and the need to improve access to psychological services and specialized care training, as mentioned by McConkey (2023). In addition, the findings of Hassanein et al. (2021, 2022) and Chen et al. (2014) support the direct impact of social support and families on the quality of life of children and families, and agree with Turnage and Conner (2022) and Al-Bustami et al. (2017) that the severity of the child’s condition affects parental satisfaction with the available services. The study thus emphasizes the importance of providing comprehensive and integrated health and educational services, family support, developing specialized personnel, and taking into account the diversity of needs to ensure the best outcomes for children with autism.
Problem of the study
Most Gulf countries have enacted laws and policies to protect the rights of children and youth with additional educational needs (AESN) and promote their integration into society and the workforce. These rights include access to specialized education and full inclusion in community and professional life (Al-Khateeb et al., 2016). However, despite these legislative and regulatory efforts, numerous studies have criticized the actual implementation of these policies, noting that national frameworks and committees often lack effective follow-through and enforcement. This is frequently due to unclear guidelines and insufficient practical mechanisms, resulting in the persistence of stereotypes and negative societal attitudes toward persons with disabilities, which further impede their full inclusion.
Effective management of children with Autism Spectrum Disorder (ASD) requires intensive, individualized, and multidisciplinary programs that encompass behavioral, educational, and psychological interventions, typically delivered through specialized Autism Spectrum Disorder (ASD) centers. Research has shown that early initiation of such services significantly improves developmental outcomes. Nevertheless, many centers face serious challenges, including overwhelming demand and a critical shortage of specialized staff, particularly therapists trained in Autism Spectrum Disorder (ASD)-specific interventions. In many developing countries, service delivery is further delayed due to underdeveloped infrastructure and limited resources. Caregivers also report difficulties in accessing services, minimal financial support, and poor coordination among service providers (Babatin et al., 2016).
Barriers in education, employment, and healthcare continue to prevent individuals with Autism Spectrum Disorder (ASD) from fully participating in society, undermining their basic human rights and their potential for personal, social, and economic development.
In Kuwait, the government has taken significant steps to address these challenges by establishing the Public Authority for Disability Affairs (PADA), aiming to foster an inclusive society by removing barriers to social, educational, and economic participation for persons with disabilities (United Nations Development Programme, 2018). PADA has developed a comprehensive national strategy that covers the education, health, and media sectors, and has advanced efforts to implement Law No. 8 of 2010 concerning the rights of persons with disabilities. Additionally, the Kuwait Direct Investment Promotion Authority (KDIPA), in partnership with the United Nations Development Program (UNDP), launched the project “Realizing Kuwait’s Vision 2035 for Persons with Disabilities,” focusing specifically on inclusion and sustainable development for this population.
Despite these notable national initiatives, significant gaps remain in services specialized for children with Autism Spectrum Disorder (ASD). A preliminary survey conducted by the researcher, which involved interviews with 50 families of children with Autism Spectrum Disorder (ASD) Spectrum Disorder attending specialized centers, revealed that 60% of families reported inadequate access to educational programs tailored to their children’s individual needs, thereby hindering academic progress and social integration. Furthermore, 55% of families cited difficulties accessing specialized healthcare services, including diagnostic and therapeutic centers. Additionally, 70% of participants identified poor coordination among government agencies as a major barrier to timely and effective support.
Despite the increasing global awareness of Autism Spectrum Disorder (ASD), many countries still face substantial challenges in providing adequate supportive services for children with Autism Spectrum Disorder (ASD). In Kuwait, although policies and initiatives have been launched to meet the needs of these children, empirical data regarding the actual availability, accessibility, and effectiveness of these services from the perspective of families remain limited. Parents, as primary caregivers, play a crucial role in navigating and utilizing available support systems, yet their voices are often underrepresented in research. Understanding their experiences is essential for identifying service gaps and improving care for children with Autism Spectrum Disorder (ASD) in Kuwait. These findings underscore the pressing need to improve both the scope and quality of supportive services available to the Autism Spectrum Disorder (ASD) community in Kuwait. In light of this, the current research seeks to address the following questions:
1. What are parents’ perceptions of the availability of supportive educational services for children with Autism Spectrum Disorder (ASD) in Kuwait?
2. What are parents’ perceptions of the availability of supportive healthcare services for children with Autism Spectrum Disorder (ASD) in Kuwait?
3. Are there significant differences in parental satisfaction based on demographic variables such as the number of children with Autism Spectrum Disorder (ASD) and the family’s monthly income?
Aims of the study
The purpose of this study is to explore the availability and adequacy of supportive services for children with Autism Spectrum Disorder (ASD) in Kuwait from the perspectives of parents. Specifically, the study aims to examine parents’ experiences in accessing these services, their satisfaction levels, and perceived barriers to service utilization. Insights from this research will inform policymakers, educators, and healthcare providers on how to enhance support systems to better meet the needs of children with autismAutism Spectrum Disorder (ASD) and their families in Kuwait. The study seeks to:
1. To explore parents’ perceptions of the availability of supportive educational services for children with Autism Spectrum Disorder (ASD) in Kuwait.
2. To explore parents’ perceptions of the availability of supportive healthcare services for children with Autism Spectrum Disorder (ASD) in Kuwait
3. To examine whether there are significant differences in parental satisfaction based on demographic variables such as the number of children with Autism Spectrum Disorder (ASD) and family’s monthly income.
Research ethics
This study adhered strictly to established principles of research ethics. All participants (parents) were fully informed about the study’s objectives, procedures, and the intended use of the collected data. Informed consent was obtained voluntarily, with participants given the right to withdraw from the study at any time without any consequences. Confidentiality and privacy were rigorously maintained through the use of anonymized codes instead of personal identifiers, and all data were securely stored and managed. The research instruments were carefully designed to ensure psychological safety, minimizing any potential pressure or discomfort for participants. The researchers maintained scientific integrity, transparency, and accuracy throughout data collection, analysis, and reporting. All necessary approvals were obtained from relevant authorities, and the findings are intended to responsibly inform and enhance educational and healthcare services for children with Autism Spectrum Disorder (ASD) and their families.
Study methodology
This study aims to explore the availability of supportive services for children with Autism Spectrum Disorder (ASD) in Kuwait. To achieve this goal, the descriptive approach was adopted as an effective research method to provide a comprehensive understanding of the studied phenomenon. This approach is particularly suitable for analyzing families’ opinions about educational and health support services, which is essential for identifying the challenges they face in inclusive educational environments. By applying this approach, the study seeks to provide in-depth insights that contribute to the formulation of practical recommendations for policymakers and provide innovative solutions to support inclusive education.
Study sample
The study sample consisted of 82 families with children diagnosed with Autism Spectrum Disorder (ASD) in the Ahmadi Governorate of Kuwait. The sample was randomly selected to ensure diverse representation across education, income, and occupation, enhancing the reliability and validity of the study’s findings. Notably, the children in the sample had no other disabilities besides ASD. Data were collected using an electronic questionnaire, with 130 questionnaires distributed and 82 valid responses received and included in the study. Although the sample was limited to a single governorate, it encompassed substantial social, economic, and demographic diversity, making it appropriate for a descriptive and exploratory study. The sample size was sufficient to provide reliable data for analyzing general trends and assessing the availability of healthcare and educational services for children with ASD. Table 1 summarizes the characteristics of the study sample based on demographic data.
Table 1. Sample characteristics.
Research tool
The study used a questionnaire as the primary tool to measure the availability of supportive services for children with Autism Spectrum Disorder (ASD) in Kuwait, due to the suitability of the questionnaire for the study’s objectives and after reviewing many relevant previous studies. The tool was carefully constructed by collecting information from previous literature related to the research topic to comprehensively cover the study aspects, then the items were clearly and precisely formulated to suit the local context.
The questionnaire consisted of two main parts:
The first part included demographic data of the participants, such as the number of children with Autism Spectrum, monthly income of the family.
The second part included two main dimensions:
• Supportive educational services for children with Autism Spectrum Disorder (ASD) spectrum disorder, consisting of 6 items.
• Supportive health services for children with Autism Spectrum Disorder (ASD) spectrum disorder, also consisting of 6 items.
Health and educational services were chosen because they form the fundamental pillars supporting the growth and development of children with Autism Spectrum Disorder; health services address medical and psychological needs, while educational services provide an environment suitable for enhancing academic and social skills.
Response method
Participants responded to each statement using a 5-point Likert scale to indicate their level of agreement:
• Strongly agree
• Agree
• Unsure
• Disagree
• Strongly disagree
Validity of the research instrument
1. Apparent validity: to verify the apparent validity of the tool, it was presented in its initial form to a number of faculty members at the Faculty of Basic Education in order to ascertain the relevance of those phrases, the soundness and clarity of the phrases, the appropriateness and belonging of each phrase, in addition to suggesting what they deleted, added or reformulated the phrases, and in light of the suggestions obtained from the referees, the necessary amendments were made.
2. Internal consistency: the tool was applied to a sample of the current study population consisting of (20) families with an ASD child, in order to identify the extent of its internal consistency, as the Pearson correlation coefficient was used to calculate the correlation coefficients between each of its phrases and the total score of the scale to which the phrase belongs, as shown in Table 2.
Table 2. Pearson correlation coefficients for the dimensions of the questionnaire with the total score for the dimensions.
It is evident from the results that the internal consistency of the questionnaire dimensions was strong, positive, and significant at the 0.01 level, with correlation values ranging between 0.740 and 0.862. Furthermore, the questionnaire demonstrated a high level of internal consistency for each axis, dimension, and the overall questionnaire.
Reliability coefficients for the study tool
To verify the reliability of the questionnaire scores, the researchers measured the tool’s reliability using Cronbach’s Alpha coefficient. The questionnaire was administered to a pilot sample consisting of 20 parents of children diagnosed with Autism Spectrum Disorder, who were excluded from the main study sample. This pilot sample helped in assessing the reliability of the tool and ensuring its validity before applying it to the main study sample.
Table 3 shows the reliability coefficient for the study tool’s dimensions as follows:
Table 3. Cronbach’s alpha reliability coefficients for the study tool.
The data in Table 3 indicates that the overall Cronbach’s Alpha value is (0.875), which is high. Meanwhile, the values for the sub-dimensions ranged between (0.859–0.887), demonstrating high reliability suitable for scientific research purposes.
Data analysis
The study data were processed using the statistical analysis program (SPSS) employing the following statistical methods: First, frequencies and percentages were calculated to identify the personal characteristics of the study sample members and to determine their responses to the statements of the main axes included in the study instrument. Second, the researchers used Pearson’s correlation coefficient to verify the validity of the instrument, and Cronbach’s alpha coefficient was employed to ensure the instrument’s reliability. Third, the arithmetic mean was used to assess the extent of high or low responses of the sample members to each statement of the main study variables. Additionally, the standard deviation was used to identify the degree of variation in the sample members’ responses to each statement and axis from their arithmetic mean. Finally, the independent samples t-test was conducted to determine the significance of differences, along with the one-way analysis of variance (ANOVA) to examine differences between groups.
Results
First question:” What are parents’ perceptions of the availability of supportive educational services for children with autism spectrum disorder (ASD) in Kuwait?
The Table 4 shows that the mean scores for the dimension of supportive health services for children with Autism Spectrum Disorder (ASD) are high, with an overall mean of (4.12) and a standard deviation of (0.43).
Table 4. Parents’ perceptions of the availability of supportive educational services for children with autism spectrum disorder (ASD) in Kuwait.
Second question: What are parents’ perceptions of the availability of supportive healthcare services for children with autism spectrum disorder (ASD) in Kuwait?
The Table 5 shows that the mean scores for the dimension of educational services are high, with an overall mean of (4.14) and a standard deviation of (0.56).
Table 5. Parents’ perceptions of the availability of supportive healthcare services for children with autism spectrum disorder (ASD) in Kuwait.
Third question: Are there significant differences in parental satisfaction based on demographic variables such the number of children with Autism Spectrum and monthly income of the family?
First: the number of children with autism spectrum disorder
Although the analysis revealed significant differences between families with one child with autism (n = 80) and families with more than one child with autism (n = 2), these findings should be interpreted with caution. The very limited number of participants in the second group does not allow for reliable statistical comparisons, as it restricts estimation of variability and increases the risk of sampling error. The inclusion of this single case was nevertheless valuable, as families raising more than one child with autism are relatively rare and difficult to access. Future studies should include a larger sample or adopt qualitative methods to explore this subgroup in greater depth (Table 6).
Table 6. Second: the number of children with autism spectrum disorder (ASD) in each family.
Fourth: monthly income
It appears from the Table 7 that there are no statistically significant differences at the significance level (0.05) for the dimension of the difficulties faced by parents of children with Autism Spectrum Disorder (ASD) in Kuwait, attributable to the variable of family monthly income, as the significance level value was higher than (0.05).”
Table 7. One-way ANOVA analysis of the difficulties faced by parents of children with autism spectrum disorder (ASD) in Kuwait attributed to the variable of family monthly income.
Discussion
The results of this study revealed that parents’ perceptions of the availability of supportive educational and healthcare services for children with Autism Spectrum Disorder (ASD) in Kuwait were generally high. This reflects the country’s significant progress in providing comprehensive care and education for children with ASD and their families. According to the researcher, this positive outcome can be attributed to Kuwait’s strong financial capacity, derived from its oil-based economy, which enables substantial investment in both the healthcare and education sectors. Such investment allows for the provision of advanced treatments, modern technologies, and specialized educational programs tailored to meet the needs of children with ASD.
The Kuwaiti government has demonstrated a clear commitment to improving services for children with ASD, recognizing the importance of integrating health and education to enhance their quality of life. Government policies and initiatives have prioritized continuous development in healthcare and inclusive education, ensuring that children with ASD receive equitable opportunities comparable to their peers. These efforts reflect Kuwait’s dedication to social justice and inclusion by providing an environment that promotes both learning and well-being for children with special needs.
The high evaluation of supportive health services may be explained by the government’s ongoing investments in modernizing healthcare infrastructure and facilitating access to specialized treatments. Families in Kuwait reported that they can obtain high-quality treatment at reasonable costs, with this item receiving the highest mean score (4.69, SD = 0.62). This result demonstrates how Kuwait’s economic strength and state-funded healthcare system have reduced the financial burden on families and ensured equitable access to necessary medical care for children with ASD. This finding aligns with the conclusions, who emphasized the importance of ensuring the availability of appropriate services for children with disabilities, particularly those with ASD.
However, the study also identified some areas that require improvement. The item “Providing research and modern techniques used in treatment” received the lowest mean score (3.64, SD = 0.76), suggesting that while service quality is high, there remain challenges in adopting the latest scientific advancements and implementing modern treatment approaches. This could be attributed to limited local research initiatives, a lack of access to specialized technologies, or shortages of qualified professionals trained in the use of advanced therapeutic methods. Addressing these challenges requires greater investment in research and development, as well as the creation of training programs to build professional expertise in evidence-based ASD interventions. These findings are consistent with Scattoni et al. (2023), who identified persistent gaps in ASD-related care, including insufficient provider training and limited access to early diagnosis.
Similarly, parental perceptions of educational services were also positive, with high average scores across most items. This indicates that Kuwait has developed a strong understanding of the importance of education in improving the quality of life for children with ASD. By investing in inclusive and specialized education, the country aims to create equal learning opportunities for all children and promote social integration. Increased public awareness and the implementation of inclusive education policies have contributed to this progress, highlighting the state’s commitment to supporting children with ASD in achieving their full potential.
Among the educational items, “Providing licensed educational centers that support the learning of children with Autism Spectrum Disorder (ASD)” received the highest mean score (4.59, SD = 0.84), reflecting the government’s awareness of the importance of specialized, accredited centers that ensure the delivery of high-quality educational services. The presence of such centers plays a crucial role in supporting children’s academic and social development and facilitates their integration into society. Conversely, the item “Continuous review of successful international experiences to support educational services for children with Autism Spectrum Disorder (ASD)” received the lowest mean score (3.72, SD = 0.55). This suggests that while Kuwait has made substantial progress locally, there may be limited emphasis on learning from international practices. Adapting global models to the Kuwaiti context requires time, effort, and careful consideration of cultural and systemic factors, which may explain this lower ranking. These findings are consistent with Rezkiani and Diana (2023), who underscored the importance of providing a variety of educational services, including special and integrated education, and McConkey (2023), who emphasized improving access to mental health and specialized care services for individuals with ASD.
The study also examined whether demographic variables such as the number of children with ASD and monthly family income significantly influenced parental satisfaction. The results showed that these variables did not have a statistically significant effect on the difficulties faced by parents, as the significance value was greater than 0.05. This indicates that other factors—such as parental awareness, access to support services, and availability of social support networks—may play a more substantial role in shaping parental experiences. These findings align with Hassanein et al. (2021) and Waltari (2023), who highlighted the crucial role of family and community support in alleviating the challenges of caring for children with disabilities.
Families with more than one child diagnosed with Autism Spectrum Disorder (ASD) face a set of challenges that differ from those with only one child. For example, managing the needs of a single child may be relatively easier, as attention and educational and health resources can be focused, whereas having more than one affected child requires distributing time, effort, and resources among multiple cases, which increases the complexity of daily support management. In terms of health, these families may need multiple clinic visits and medical assessments, coordinating among different specialists, which increases psychological and logistical pressure on the parents. In the educational domain, they may face difficulties in providing individualized educational programs for each child or ensuring that each child receives appropriate academic support, especially if services are limited or not easily accessible. This variation in circumstances and challenges can directly affect the families’ evaluation of the available support, whether in health or educational services, leading to differences in the means between the two groups in the study. Moreover, this diversity of experiences may make some families more capable of adapting or seeking alternative support, while others may feel overwhelmed, increasing the variability of results within the group itself.
Overall, the findings suggest that while Kuwait has made substantial strides in providing supportive educational and healthcare services for children with ASD, continued efforts are needed to ensure balance, equity, and sustainability. Enhancing research, expanding specialized professional training, and increasing integration between the health and education sectors will further strengthen the quality of services. These efforts are consistent with the recommendations of Rezkiani and Diana (2023) and McConkey (2023), who emphasized improving access to diverse services and fostering coordination between educational and healthcare systems to promote comprehensive support for children with ASD and their families.
Conclusion
The findings of this study highlight Kuwait’s significant progress in providing supportive educational and healthcare services for children with Autism Spectrum Disorder (ASD). Parents generally reported high levels of satisfaction with both types of services, reflecting the government’s commitment to inclusive policies, strong financial support, and investment in developing specialized centers and healthcare programs. However, some areas, such as the implementation of modern therapeutic techniques and the adoption of international best practices, still require further development and investment in research and professional training.
The results also revealed differences in perceptions based on the number of children with ASD in the family, emphasizing that families with multiple children face greater challenges in accessing and benefiting from healthcare services. These disparities highlight the need for targeted interventions to ensure that all families receive equitable, high-quality support regardless of their circumstances.
Importantly, the availability and quality of supportive educational and healthcare services are closely linked to the quality of life of parents of children with ASD. When parents have access to reliable, affordable, and specialized services, their stress levels decrease, their sense of competence increases, and their overall family well-being improves. Conversely, gaps in service provision can increase parental burden and negatively affect their emotional and social well-being. Therefore, ensuring comprehensive, integrated, and accessible support systems for children with ASD not only enhances their developmental outcomes but also directly contributes to improving the quality of life of their parents and families as a whole.
In light of these findings, it is essential to continue strengthening Kuwait’s supportive health and educational frameworks, expand research on ASD-related interventions, and promote family-centered approaches that address both the needs of children and the well-being of their caregivers.
Recommendations
The study recommends the following:
The study recommends establishing dedicated family service coordinators to streamline access to both educational and medical services for families of children with Autism Spectrum Disorder (ASD). It also highlights the need to develop targeted health programs that provide additional support to families raising more than one child with ASD, acknowledging the increased demands on their time, energy, and resources. Strengthening collaboration between the health and education sectors is essential for creating a unified service model, while reinforcing school–family partnerships through individualized education plans (IEPs) that consider each family’s context and number of children is strongly encouraged. Furthermore, the study recommends conducting additional research to examine the impact of psychological and social support on improving the quality of life of children with ASD and their families. Future studies should include a larger representation of low-income families (earning less than 1,000 KWD) to ensure their experiences are adequately captured, thereby enhancing the generalizability of findings across diverse socioeconomic groups. They should also include more families with multiple children diagnosed with ASD to allow for more accurate comparisons between these families and those with only one child. Finally, future research is encouraged to collect precise information on ASD severity levels among participating children to better understand how disability severity influences service evaluation and the challenges experienced by families.
Data availability statement
The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.
Ethics statement
Ethical approval was not required for the study involving humans in accordance with the local legislation and institutional requirements. Written informed consent to participate in this study was not required from the participants or the participants' legal guardians/next of kin in accordance with the national legislation and the institutional requirements.
Author contributions
NA: Writing – original draft, Writing – review & editing. MA: Conceptualization, Methodology, Writing – review & editing.
Funding
The author(s) declared that financial support was not received for this work and/or its publication.
Conflict of interest
The author(s) declared that this work was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Generative AI statement
The author(s) declared that Generative AI was not used in the creation of this manuscript.
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Keywords: supportive services, healthcare services, educational services, parental perspectives, children with autism spectrum disorder, Kuwait
Citation: Almarzouq NS and Almedlij MA (2026) Availability of supportive services for children with autism spectrum disorder in Kuwait: parents’ perspectives “exploratory study”. Front. Educ. 10:1694560. doi: 10.3389/feduc.2025.1694560
Edited by:
Israel Kibirige, University of Limpopo, South AfricaReviewed by:
Hira Chaudhry, Universiti Putra Malaysia (UPM) Serdang, MalaysiaAgnès Gouzien-Desbiens, Université de Lille, France
Copyright © 2026 Almarzouq and Almedlij. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Nouf Salem Almarzouq, bm91ZmFhbG1hcnpvdXExMUBnbWFpbC5jb20=