This study provides a comprehensive analysis of current policies in Saudi Arabia relating to the empowerment of individuals with intellectual disabilities. It aims to evaluate the effectiveness of these policies in promoting inclusivity, accessibility, education, and employment opportunities for this demographic. The research employs a mixed-methods approach, combining quantitative data analysis with qualitative interviews, to garner a holistic understanding of the impact of these policies. Saudi Arabia, in its Vision 2030 framework, has emphasized the importance of inclusivity and empowerment for all its citizens, including those with intellectual disabilities. Despite this, there is a gap in the literature regarding the practical implementation and effectiveness of these policies. Our study seeks to fill this gap by analyzing existing legislation, educational programs, employment initiatives, and social inclusion efforts. Initially, the research reviews legal frameworks and national policies, examining how they align with international standards such as the UN Convention on the Rights of Persons with Disabilities. The study highlights advancements in legislative measures but also identifies areas where policy implementation is lacking. In the realm of education, the study evaluates the accessibility and quality of educational services available to individuals with intellectual disabilities. It considers the integration of special education programs in mainstream schools and assesses teacher training and resource allocation. The findings suggest a growing commitment to inclusive education, though disparities in resource distribution remain a challenge. Regarding employment, the research examines the effectiveness of vocational training programs and employment initiatives. It assesses the level of workplace inclusivity and the extent to which individuals with intellectual disabilities are supported in gaining and retaining employment. The study finds that while there are promising initiatives, consistent and widespread implementation is needed. Social inclusion is another critical aspect assessed. The study evaluates community awareness programs, accessibility of public spaces, and support for families of individuals with intellectual disabilities. It finds that social stigma and lack of awareness continue to be significant barriers to full social inclusion. The study also incorporates perspectives from individuals with intellectual disabilities, their families, educators, employers, and policymakers through interviews. These insights provide a valuable understanding of the practical implications of policies and the real-world challenges faced by this community. Finally, the study offers recommendations to enhance the effectiveness of existing policies. These include increasing public awareness, improving teacher training in special education, ensuring equitable resource distribution in educational institutions, creating more inclusive workplaces, and enhancing community support networks. This research contributes to the field by providing a detailed analysis of the state of empowerment for individuals with intellectual disabilities in Saudi Arabia. It not only assesses current policies but also offers actionable insights for policymakers, educators, and social workers to foster a more inclusive and empowering environment for this community.

Author: Majed Alshehri

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0013
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada