Key Suggestions
Encourage greater involvement of families and communities in policy development and decision-making to better address the needs of children with disabilities.
Develop and implement comprehensive policies focusing on disability prevention, rehabilitation, and social integration to ensure holistic support for individuals with disabilities.
INTRODUCTION
Globally, approximately 1 billion individuals, constituting 15% of the world’s population, live with a disability, with higher prevalence rates in developing nations. People with disabilities often face significant socioeconomic challenges, including limited access to education, poorer health outcomes, decreased employment opportunities, and higher rates of poverty. In the Kingdom of Saudi Arabia (KSA), the percentage of individuals with disabilities has risen dramatically, from 0.8% according to the 2004 census to 7.1% in the 2017 survey. Projections suggest this figure will reach 8.4% by 2022, signifying a substantial portion of the Saudi populace. Rehabilitation plays a crucial role in empowering individuals with disabilities by equipping them with practical, psychological, social, and economic skills necessary for full integration into society. Some define rehabilitation as a set of services aimed at maximizing the physical, mental, social, and professional capabilities of individuals with disabilities (Authority of Persons with Disabilities, 2020).
The United Nations General Assembly, in a 1982 resolution, underscored the importance of rehabilitation in ensuring full participation and equality for individuals with disabilities. This involves providing services across educational, medical, social, and professional domains, as well as creating conducive conditions for individuals with disabilities and their families and involving them in planning essential services (UN General Assembly, 1984). Effective rehabilitation, encompassing medical, social, and educational components, serves as a cornerstone for comprehensive integration—a concept gaining prominence in contemporary discourse. However, several challenges impede this integration, including limited mobility, economic disparities, transportation barriers, and inadequate educational infrastructure. Ensuring accessible residential and educational environments is paramount to facilitate the engagement and activities of individuals with disabilities, as neglecting this aspect can lead to considerable frustration (Zakon, 1991). Comprehensive inclusion of individuals with disabilities hinges on two fundamental principles: normalization and functional participation. Normalization involves incorporating individuals with disabilities into societal norms and patterns, including education within regular school programs, which has been shown to yield superior educational and social outcomes at a lower cost. Encouraging family involvement in developing educational programs is essential to achieve educational objectives (Zakon, 1991).
The local community plays a crucial role in enabling individuals with disabilities to access services, opportunities, and social integration. Functional participation entails engaging in programs that enhance the functional performance of individuals with disabilities in their everyday environments. Recognizing the importance of safeguarding the rights of individuals with physical and mental challenges, the Declaration on Social Progress and Development emphasizes the prevention of impairments, the development of capabilities in various fields, and the maximal inclusion of individuals with disabilities in daily life. Designing barrier-free buildings and improving existing infrastructure has become a global imperative, as inclusive design benefits not only individuals with disabilities but society as a whole (Cook and Vinogradova, 2006).
Despite diverse research in urban sociology, insufficient attention has been given to analyzing the exclusion of individuals with limited mobility from urban life. Understanding urban space barriers through interdisciplinary lenses—urban sociology, sociology of architecture, and sociology of politics—provides insights into new causal models of social exclusion, particularly concerning urban public goods characterized by divisibility and selectivity of consumption.
Significance of the study
This study holds significance in several respects, as it is anticipated to yield the following outcomes:
The findings of this study are poised to offer valuable insights and data for researchers and stakeholders engaged in the field of disability studies. By shedding light on pertinent issues, the study is expected to contribute to the body of knowledge surrounding disabilities, thereby enabling further research and exploration into related subjects.
The study’s results are also anticipated to be of considerable benefit to institutions and organizations dedicated to supporting individuals with disabilities, such as the Saudi Red Crescent Society and Saudi Medical Relief. By providing crucial insights and findings, the study can aid these institutions in shaping their policies, programs, and services to better meet the needs of individuals with disabilities in Saudi Arabia.
Objectives of the study
The aim of this study is to present findings concerning factors, facilitators, and strategies for inclusion within informal communities. Grounded in the foundational principles of the social paradigm of disability, the study adopts a theoretical and methodological framework that acknowledges disability as a social construct. Through an ecological approach and constructivist perspective, the study endeavors to identify significant factors shaping inclusion. In response to evolving concepts of human rights, which emphasize the inclusion and empowerment of individuals with disabilities, particularly within the city of Tabuk (the research area), the study sets out to achieve the following objectives:
To discern the lived experiences and conditions encountered by Saudis with disabilities in the city of Tabuk, as perceived from their own perspectives.
To ascertain the current realities faced by individuals with disabilities across various aspects of life, including mobility and transportation, economic opportunities, social and psychological dimensions, social relationships, and the specific needs of individuals with disabilities.
To examine the environmental context experienced by physically handicapped children, as perceived by institutional managers in Tabuk.
To assess the operational realities of institutions involved in the rehabilitation of individuals with disabilities in Tabuk, with a focus on their efforts toward the integration of physically and socially disabled individuals.
LITERATURE REVIEW
Reem’s study (2003) conducted in Jeddah explored the “social and environmental difficulties facing the physically handicapped child,” identifying challenges faced by motor-disabled children from both familial and school perspectives. The research revealed significant obstacles, such as isolation from play activities due to safety concerns. Despite differences in viewpoints between families and schools, demographic factors did not significantly influence these challenges, highlighting the pervasive nature of these barriers.
Similarly, Khaled’s study (1997) conducted in Jordan focused on architectural barriers for individuals with physical disabilities, emphasizing the critical role of architects in creating inclusive environments. The findings showed substantial deficiencies in meeting the accessibility needs of disabled individuals, underlining the urgent need for improved awareness and implementation of accessibility standards in urban planning. This study complements Reem’s findings by illustrating how physical environments contribute to the social exclusion of disabled children.
Naugler’s study (1999) examined the impact of educational settings on students with disabilities by comparing inclusive versus segregated school environments. The research found no significant differences in self-concept between the two groups; however, students in segregated schools reported higher levels of friendliness and loyalty. This underscores the importance of social dynamics within educational contexts, suggesting that inclusive settings alone are insufficient without fostering supportive peer relationships. This relates with Reem’s findings on the importance of social interaction for children with disabilities.
Weisel et al. (1988) investigated the relationship between physical disability and psychological pressures among Israeli students, particularly those affected by war. The study found higher rates of disability attributed to war-related injuries, emphasizing the profound psychological impact of disabilities in conflict-affected regions. This study highlights the need for comprehensive mental health support for disabled children, a theme that resonates with the findings of the studies of both Reem and Naugler regarding the psychological well-being of children with disabilities.
Harvey and Greenway’s study (1984) further explored the self-concept of physically disabled children by comparing those attending regular schools versus special education schools. Using the Piers–Harris scale, they found lower self-esteem and higher anxiety levels among children in special education settings. These findings emphasize the significant influence of educational contexts on the self-concept of physically disabled children, aligning with Naugler’s conclusions about the critical role of social dynamics in educational settings.
Yang et al. (2016) introduced social work techniques to improve the well-being of disabled children by focusing on self-confidence, emotional management, and active societal participation. This initiative aimed to empower disabled children and facilitate their integration into community life, highlighting the potential of social interventions to positively impact their lives. Zou’s findings complement those of Reem, Khaled, Naugler, Charka, and Florian by demonstrating practical strategies for enhancing social inclusion and well-being among disabled children.
Collectively, these studies underscore the multifaceted challenges faced by children with disabilities, emphasizing the importance of adopting comprehensive, context-sensitive approaches to foster their social integration and well-being. Reem’s study highlights the social and environmental obstacles, such as isolation from play activities due to safety concerns, faced by motor-disabled children, demonstrating the need for better social support systems. Khaled’s research reveals significant deficiencies in architectural accessibility, calling for urgent improvements in urban planning and awareness to meet the needs of individuals with disabilities.
Naugler’s findings show the critical role of social dynamics within educational settings, suggesting that inclusive education should go beyond mere integration to actively foster supportive peer relationships. Charka and Florian’s study stresses the profound psychological impact of disabilities, especially those stemming from conflict-related injuries, indicating the necessity for comprehensive mental health support. Harvey and Greenway’s research further underscores the influence of educational contexts on the self-concept of disabled children, highlighting the need for environments that boost self-esteem and reduce anxiety.
Zou Jingwei’s project demonstrates the potential of social interventions, such as self-confidence and emotional management programs, to enhance the well-being and societal participation of disabled children. By addressing these interconnected factors—social support, architectural accessibility, inclusive education, supportive social dynamics, and robust psychological support—communities can become more inclusive and supportive, significantly improving the quality of life for children with disabilities.
Integrating approaches
The responsibility for integrating individuals with disabilities lies with all sectors, institutions, and associations. It is imperative that these entities offer employment opportunities tailored to the abilities of individuals with disabilities, alongside ensuring the availability of necessary accommodations in public facilities, such as ramps, elevators, and accessible restrooms, to facilitate their social interactions seamlessly. Early childhood training within familial settings is crucial, fostering socialization and expanding social networks. As individuals grow accustomed to social interactions within their communities and schools, they can gradually assume active roles in society. Access to compensatory devices and affordable or free healthcare services, including specialized treatment homes staffed with experts, is essential to address ongoing needs. Moreover, media plays a vital role in shaping public perceptions, disseminating information about the capabilities and activities of individuals with disabilities, and fostering an environment of acceptance and inclusion. Despite positive strides toward integration, challenges persist due to insufficient awareness of disability issues in the Arab world, often compounded by misconceptions and religious biases. Notably, attitudes toward integration vary depending on the type and severity of disabilities, with greater challenges observed for individuals with motor or sensory impairments, indicating the need for broader societal acceptance and support (UN General Assembly, 1984; Zakon, 1991).
Institutions in the KSA for Persons with Disabilities
The prevalence of disabilities among the Saudi population, stemming from both accidental and congenital factors, has prompted the Saudi government to prioritize the welfare of individuals with disabilities across legislative, executive, and civil sectors. Recognizing the importance of defending the rights of individuals with disabilities, Saudi Arabia has implemented various policies aimed at their enhancement and protection. Notably, the establishment of 38 comprehensive rehabilitation institutes, staffed with trained professionals, reflects the KSA commitment to supporting individuals with disabilities nationwide.
Emphasizing the Islamic principle of prioritizing care for individuals with special needs, Saudi Arabia has placed particular emphasis on safeguarding their rights. This commitment is underscored by the issuance of laws aimed at combating discrimination against individuals with disabilities, ensuring their access to essential services, and safeguarding them from exploitation. Aligning with the KSA’s broader vision for 2030, initiatives such as the “Quality of Life” program seek to create an inclusive society where individuals with disabilities can lead balanced lives. Efforts to enhance infrastructure, including transportation, housing, urban planning, and healthcare, aim to create an enabling environment for individuals with disabilities. Additionally, initiatives to integrate individuals with disabilities into the workforce by providing employment opportunities tailored to their skills and certifications are underway. This approach not only empowers individuals with disabilities to contribute to society but also promotes their financial independence and self-reliance. Various ministries have collaborated to ensure the inclusion of individuals with disabilities in public utilities and services, such as the provision of designated parking spaces. Comprehensive care services, spanning medical, social, psychological, educational, and vocational domains, are made accessible to individuals with disabilities, regardless of their health status or societal standing. The Ministry of Social Affairs plays a pivotal role in securing equal opportunities and supportive conditions for individuals with disabilities.
Within the humanitarian aid sector, Saudi Arabia has prioritized the establishment of operational rehabilitation centers for individuals with physical and mental disabilities, drawing on the experiences of developed nations. This strategic approach underscores the KSA’s commitment to continually improving support systems for individuals with disabilities across various sectors. Saudi Arabia’s multifaceted approach to enhancing conditions for individuals with disabilities reflects its dedication to promoting inclusivity, dignity, and equal opportunities for all members of the society.
METHODS
Study design
This qualitative study employed narrative interviews to explore the experiences and strategies of parents raising children with disabilities in Tabuk, northwestern Saudi Arabia, focusing on factors influencing social inclusion. Narrative interviews were chosen for their ability to provide rich, in-depth insights into the lived experiences of participants. The study sought to include a diverse participant base, incorporating not only mothers but also fathers and other caregivers to offer a more rounded view of familial dynamics.
Participants
A total of 38 parents participated, representing various nosological groups, such as visual impairments, hearing impairments, musculoskeletal system impairments, and intellectual disabilities, including mental retardation, autism spectrum disorders, and other general diseases. The children ranged in age from 3 to 17 years. Although the majority of narratives were provided by mothers, efforts were made to include fathers and other caregivers, resulting in two narratives from fathers.
Data collection
The data collection process involved narrative interviews, each lasting approximately 40 min. The interviews explored various aspects of raising a child with a disability and their integration into the community. The process comprised several stages: introduction to the narrative, narrative storytelling, narrative questioning, and narrative summary. Participants were encouraged to share their stories with minimal interruption, allowing the interviewer to clarify points and delve deeper into specific experiences when necessary. Summarizing the key points at the end ensured accuracy and completeness.
Data analysis
Thematic analysis was used to identify common themes and patterns in the data. The analysis process involved familiarization with the narratives through transcription and repeated reading, systematic coding to identify significant statements and phrases, theme development by grouping similar codes, and refinement by reviewing themes against the data to ensure they accurately reflected the narratives. To address concerns about the rigor of the narrative method and ensure the reliability and validity of the findings, several strategies were employed, including triangulation, member checking, peer debriefing, and providing thick descriptions.
Ensuring rigor
To enhance rigor, triangulation was used by combining data from different types of participants and various sources. Member checking involved sharing preliminary findings with participants to confirm accuracy and resonance. Peer debriefing with colleagues and experts ensured that coding and themes were grounded in the data. Detailed descriptions of the context, participants, and findings allowed readers to understand the depth and nuances of the experiences shared.
MAIN RESULTS AND FINDINGS
Upon analyzing the collected data, it became evident that the level of involvement of children with disabilities in community activities and social interactions varies significantly. Several factors were identified as contributing to their inclusion. Firstly, a supportive sociopsychological atmosphere within the family emerged as a crucial facilitator, enabling the utilization of resources from both close and extended relatives. Additionally, an extensive network of social connections within the family, including friends, acquaintances, neighbors, and colleagues, played a vital role in fostering inclusion. Active participation in public organizations, affiliation with religious communities, and opting for inclusive forms of child development and education were also identified as facilitators. Moreover, the strategic selection of sanatoriums, rehabilitation centers, and hospitals that offered not only medical but also social rehabilitation services contributed to inclusion. The sense of solidarity within the local community, engagement in sports and recreational activities, as well as the child’s perceived attractiveness and age were also influential factors.
Supportive networks and solidarity
The feeling of solidarity, characterized by emotional unity, mutual support, and a willingness to offer assistance despite potential differences among society members, emerged as a significant factor in fostering inclusion (Cook and Vinogradova, 2006). Many respondents emphasized the importance of solidarity as a fundamental pillar for support, connection, and social participation, both for individuals with disabilities and their families. Solidarity served as a vital resource for resilience, social adaptation, and inclusion among families and children facing disabilities. Various contexts illustrated the concept of solidarity, ranging from a sense of community within local neighborhoods or districts to broader associations with public communities. Families and individuals with disabilities residing in both urban and rural settings highlighted the presence of solidarity. However, in urban environments, the perception of solidarity often depended on factors such as neighborhood dynamics and the presence of communal spaces, such as shared yards. The concept of “one’s own yard” and familiarity with understanding neighbors sometimes influenced the decision to maintain residence in a particular location, despite potential opportunities for mobility or better medical care elsewhere. Support networks comprised not only close relatives but also neighbors, colleagues, and, occasionally, strangers encountered in public spaces. The sense of solidarity played a crucial role in fostering support, connection, and friendship, thus facilitating social participation. Importantly, the analysis of narrative structures revealed solidarity as both a consequence of interpersonal interactions and a precursor to them. In this sense, it served as a catalyst for social engagement, underscoring its role in mitigating social stigmas and facilitating meaningful interactions within the community.
Supportive family and close relations
The coping strategies of adaptation and the atmosphere within the family play crucial roles in the socialization of children with disabilities (Beck, 2001; Heyman and Hauser-Cram, 2019). Among the factors influencing the inclusion of children in the local community, the sociopsychological microclimate within the family stands out as paramount. An analysis of narratives revealed that not all families successfully navigate the challenges associated with raising a child with disabilities. Out of the 38 narratives examined, 36 were provided by mothers. Within these narratives, four women discussed divorce as a consequence of the difficulties encountered in raising a child with special needs, while another eight narratives highlighted family conflicts arising from the unique circumstances of the family.
Interestingly, only two narratives included the perspectives of fathers actively involved in the upbringing of children with disabilities. These families led by male respondents appeared to be intact, devoid of conflict themes in the thematic analysis. The underrepresentation of paternal narratives is understandable, as the primary responsibility for the upbringing and care of the child typically falls on the mother. In these families, fathers often assume the role of a financial provider while mothers shoulder the bulk of caregiving responsibilities, resulting in high psychological and physical stress, as highlighted in the narratives. Family support, characterized by a positive impact on the physical, psychological, and material burdens within a multigenerational household, emerges as a central theme in the narratives. Families that maintain close ties with relatives not only experience emotional connection but also benefit from practical assistance in the upbringing of the child. Children perceive this support not as a form of treatment, but rather as enjoyable interactions with their grandparents. In discussing inclusion within the community, it becomes evident that the process unfolds gradually, beginning with the recognition and support of the family, followed by relatives and friends, and eventually extending to a wider range of communities and groups willing to embrace genuine inclusion.
Bonds in family and beyond
Highlighting the significance of family social contacts as a contributing factor to the inclusion of a child with disabilities, it is crucial to recognize that these contacts extend beyond familial relations to encompass interactions with colleagues, neighbors, acquaintances, and friends. While much attention has been devoted to the role of the family in the socialization of children with disabilities, less emphasis has been placed on their role in facilitating the child’s integration into broader social networks (Di Marino et al., 2017). Yet, for the family to not only assist the child in adapting to society but also to enable their full participation within it, they must themselves adapt to new social contexts and maintain openness in their interactions with the local community. Maintaining an open attitude is paramount, as closing oneself off inhibits the process of inclusion. The level of social interactions within the family is influenced by the personal dispositions of its members, their coping strategies for adaptation, and the characteristics of the local community. While residing in a city offers certain advantages, such as access to resources and opportunities, it can also lead to feelings of isolation amidst a crowded environment, where neighbors may remain strangers. Such sentiments are less prevalent among urban dwellers, who often express regret over the lack of close interpersonal relationships with neighbors or acquaintances. However, it is important to note that residing in a city does not inherently preclude the establishment of meaningful social contacts. Instead, it necessitates additional strategies and efforts to foster and sustain such connections. The age of the children and the nature of their disabilities do not significantly impact the ability to form social contacts, although challenges may arise due to behavioral disorders exhibited by some children. In essence, regardless of the circumstances, the proactive engagement of families in building and nurturing social relationships within their communities is essential for the holistic inclusion of children with disabilities.
Institutional rehabilitation network
The process of medical support and rehabilitation for children with disabilities often becomes a significant aspect of their lives, essentially creating a specialized space for their development and improvement. Repeated visits to rehabilitation centers, where children with similar diagnoses receive care, can foster a profound sense of solidarity among families. The expression “our children” commonly used by respondents encapsulates this shared sense of camaraderie and mutual support. In the narratives provided, these visits are not merely perceived as medical interventions but also as opportunities for social rehabilitation. For instance, one respondent shared their positive experience: “We visit a center for disabled children once or twice a year. The child interacts with teachers there, enjoys communicating and playing with other children, and is cherished by everyone.”
Inclusive educational institutions
The inclusion of children with disabilities in educational settings, such as kindergartens, schools, and supplementary education programs, is recognized as a pivotal factor in their integration into society. Over the past decade, inclusive educational practices in Saudi Arabia have been increasingly emphasized (Taylor Dyches et al., 2012; General Authority for Statistics, 2018). These studies underscore the crucial role of teachers in fostering peer group inclusion and facilitating the educational process, highlighting the significance of personalized approaches over adherence to inclusion as a mere educational standard. Despite the challenges associated with integration, the majority of respondents emphasized the importance and necessity of enrolling their children in educational institutions. Even in cases where initial attempts were unsuccessful, parents persevered, with successful outcomes often attributed to finding the right educational environment and understanding teacher. For example, one respondent emphasized the importance of their child attending a regular school: “We still send our child to a mainstream school, despite facing challenges. It’s important for him to interact with other children and observe classroom behavior.”
Professionals and specialists
The narratives highlight the invaluable role of professionals in helping professions, such as speech therapists and special educators, in supporting the development and inclusion of children with disabilities. The impact of these specialists varies, influenced by factors such as their inherent model of intervention, the quality of interaction with families, and the ability to foster trust and understanding. Previous experiences with specialists also shape parental perceptions. Nevertheless, the significance of these professionals in shaping attitudes and inclusion models is evident (Raja 2016). Linguistic analysis reveals verbal constructs that signify the importance of finding the right specialist, such as “our own doctor” or “a teacher who is empathetic.” Such professionals not only offer expertise in inclusion but also serve as valuable sources of guidance and support for families navigating the process of integration (General Authority for Statistics, 2018).
Non-profit and civil society organizations
Despite not specifically targeting public organizations in our search for respondents, parents consistently mention these entities and specialized leisure centers as instrumental in facilitating social interactions and creating inclusive spaces. These organizations are perceived as communities that foster inclusion and offer opportunities for social engagement. For instance, one parent highlighted their experience: “She was hesitant to interact with new people, but I realized a change was needed. I quickly found a public organization where she could participate in crowded events.” These organizations vary greatly in their location, activities, and target age groups, but they play a crucial role in providing support and fostering inclusion. In cases where public organizations may not fully meet their needs, parents often take the initiative in creating formal or informal groups to support one another. These associations not only benefit parents but also provide children with disabilities opportunities to socialize, play, and develop. Contrary to some opinions, our analysis suggests that such self-organized groups contribute positively to inclusion levels.
Sports activities
Sports emerge as a recurring theme in narratives, cited as a positive factor in promoting inclusion. Adaptive sports, where available, offer children with disabilities not only physical benefits but also the opportunity to develop important social skills such as teamwork, determination, and confidence. Engaging in sports can also facilitate connections with peers and foster inclusion in various settings. One parent shared their experience: “I didn’t initially consider sports seriously, but thanks to the coach, my child developed a passion for adaptive physical education, which has become an integral part of their life.” Even at an amateur level, sports provide avenues for social interaction crucial for real inclusion. Another parent recounted their child’s journey in sports, highlighting the supportive environment: “Despite losing his vision, he continues to participate in sports, receiving support and respect from his teammates.” Particularly noteworthy is the narrative of a young man with a musculoskeletal disorder who actively participates in a football fan club. The camaraderie and social connections fostered in such environments are seen as essential for the personal growth and normalization of life for individuals with disabilities.
Community and faith-based networks
The role of faith and religious communities in providing support and fostering social connections cannot be overstated (Alexander, 1985). For many families, religious communities have become crucial hubs for social interaction and support. These communities not only offer psychological and material assistance but also serve as spaces where families can find acceptance and belonging. However, it is important to recognize that integration into religious society does not always equate to full acceptance, as societal norms and biases can still influence interpersonal relationships within these communities.
Appearance of the child
Parents often highlight the attractiveness of their children as a factor that facilitates social interactions and integration into various communities (Beck, 2001). The external appeal of the child is seen as a significant asset in building social connections. This attractiveness is not only solely based on physical appearance but also on how closely the child’s appearance aligns with societal norms. Particularly for parents of girls with disabilities, there may be a concern about changes in appearance as the child grows older. The notion of attractiveness as a social advantage is more commonly emphasized by female respondents.
Engagement strategies
Parents are acutely aware of the importance of involving their children in social interactions, leading them to adopt various strategies based on family resources, the child’s individual characteristics, and the nature of their disability. These strategies aim to expand the child’s social circle and foster inclusion within peer communities.
Recreation and socialization through siblings
Sibling relationships play a crucial role in shaping the social landscape for children with disabilities (Smith, 2001). In families where parents encourage sibling bonding, brothers and sisters can act as effective facilitators for the social integration of their special needs siblings. However, the consequences for healthy siblings vary, ranging from positive outcomes such as increased tolerance and social motivation to negative experiences such as feeling burdened or experiencing imbalance in their relationship dynamics. The analysis of narratives reveals both conscious and unconscious strategies employed by parents to facilitate socialization through sibling interactions, demonstrating the nuanced ways in which families navigate social inclusion for children with disabilities.
Social networks
One noteworthy strategy, primarily initiated by mothers, is the establishment of family friendships. This involves forming connections with families of children in the same class as the child with a disability, organizing joint leisure activities, fostering meetings, and nurturing friendships between families. The selection of a suitable family is based on various criteria, with the primary consideration being the potential for strong rapport between the children (Zakon, 1991).
Leisure activities for children
Joint activities are essential for fostering inclusion, where multiple individuals collaborate on a shared task that necessitates real interaction. Recognizing the importance of assistance and the need for cohesive events, many parents emphasized the personal organization of games, celebrations, outings, and excursions for their child with disabilities and other normative children suitable for interaction (UN General Assembly, 1984). By inviting a small group of children, parents create an environment conducive to interaction, prompting communication initiation and development among the children involved.
Self-driven associations and bonds
Another effective strategy involves self-organizing and actively engaging in existing public associations, providing the child access to stable and diverse social contacts beyond the limited interactions in rehabilitation institutions (Cook and Vinogradova, 2006). Forming one’s own community enables families to overcome geographical barriers and ensures continued social engagement for children with disabilities (Smith, 2001). These associations often arise from the absence of age-appropriate communities and the need for accessible rehabilitation programs that prioritize social interaction (Zakon, 1991).
Highlighting successful practices
A less common yet impactful strategy identified in some narratives is creating situations of publicity and success for children with disabilities. Despite societal perceptions rooted in the medical model of disability, which often portray disabled individuals as burdened by their condition and limited in their contributions to society, families actively challenge this narrative by highlighting their child’s achievements and successes (General Authority for Statistics, 2018). By showcasing their child’s accomplishments, such as participation in school programs, television appearances, or blogging, families reshape societal perceptions of disability and promote the image of a capable and accomplished individual (UN General Assembly, 1984). This not only challenges stereotypes but also facilitates the inclusion of children with disabilities in peer communities, fostering social interaction and acceptance (Smith, 2001).
STRATEGIES FOR INCLUSION OF CHILDREN WITH DISABILITIES
In analyzing parental narratives, we identified positive factors, facilitators, and strategies for the inclusion of children with disabilities within unstructured communities. Although negative experiences, inclusion barriers, and stigmatizing practices were acknowledged, the primary aim was to systematically identify and describe positive inclusion practices. The practical goal was to disseminate this knowledge to create supportive environments conducive to the effective functioning, active interaction, and expanded social connections of children with disabilities within the community. This process is crucial for harmonizing the socialization trajectories of children with disabilities and promoting their overall well-being.
Study findings and practical strategies
Integrating disabled children into mainstream education:
Finding: Integrating children with disabilities into mainstream education facilitates societal acceptance and enhances their integration into society beyond the school years.
Practical strategy: To achieve this, it is essential to implement inclusive education policies at the community and institutional levels. Schools should be equipped with necessary resources such as specialized teaching aids, assistive technologies, and trained staff capable of addressing the unique needs of children with disabilities. Additionally, developing peer support programs within schools can foster an environment of acceptance and understanding among students. This could involve organizing awareness campaigns, workshops, and activities that promote inclusivity and empathy.
Accessibility modifications in homes:
Finding: Accessibility modifications in the disabled individual’s home, such as proximity to essential amenities and ease of movement, significantly improve their quality of life, self-reliance, and social integration.
Practical strategy: To support families in making necessary home modifications, policies should provide financial support or incentives. This could include grants, low-interest loans, or tax benefits for home adaptations. Additionally, local governments and non-governmental organizations (NGOs) could collaborate to offer services that assist in making homes more accessible, such as providing professional advice on modifications, and funding for ramps, lifts, and other necessary adjustments. Ensuring these modifications are affordable and accessible can greatly enhance the daily living conditions of children with disabilities and their integration into the community.
Rehabilitation and education within day centers:
Finding: Children who receive rehabilitation and education within day centers, while remaining connected to their families, demonstrate greater potential for integration compared to those in boarding institutions.
Practical strategy: To promote the development and support of day centers, it is crucial to ensure they are well funded and staffed with trained professionals who can work closely with families. These centers should offer comprehensive services, including physical therapy, occupational therapy, speech therapy, and educational support. Creating a network of such centers within communities can provide children with disabilities the opportunity to receive specialized care while maintaining strong family ties. Additionally, involving parents in the rehabilitation process through regular updates and participation in therapy sessions can enhance the effectiveness of these programs.
Media representation and attitudes:
Finding: Media representation significantly influences attitudes toward health, rehabilitation, and physiotherapy among the disabled, underscoring the need for clear policies, mobile clinics, and increased attention to social integration, education, and employment opportunities.
Practical strategy: Developing and implementing media campaigns that highlight positive stories of individuals with disabilities is vital for promoting awareness and reducing stigma. Collaborating with media outlets to ensure balanced and accurate representation can change public perceptions and attitudes. Policies should encourage the inclusion of people with disabilities in media programs, advertisements, and public service announcements. Furthermore, providing training for journalists and media professionals on disability issues can improve the quality and sensitivity of reporting.
Community collaboration and communication:
Finding: Establishing continuous communication and collaboration among community partners is essential for understanding and fulfilling each other’s needs, procedures, and commitments to delivering inclusive services.
Practical strategy: Creating platforms for regular meetings and information sharing among community stakeholders, including educators, healthcare providers, social workers, and families, is crucial. This can be achieved through the establishment of community councils or advisory boards focused on disability inclusion. Regular workshops, seminars, and conferences can facilitate the exchange of ideas and best practices. Developing a coordinated approach to service delivery ensures that all parties are informed and engaged, which enhances the overall support system for children with disabilities.
Support for inclusive education and participation:
Finding: Providing adequate support for access, opportunity, and participation is paramount, emphasizing the importance of assistance when needed.
Practical strategy: Implementing policies that guarantee access to inclusive education, recreational activities, and community events is essential. This includes ensuring physical accessibility to schools, parks, and community centers, as well as providing necessary accommodations such as sign language interpreters, Braille materials, and personal aides. Training for educators and community leaders on inclusive practices and the importance of support systems can help create environments where children with disabilities feel welcomed and valued. Additionally, offering extracurricular activities and social programs that encourage interaction among all children can promote a culture of inclusion.
Recommendations
Actionable steps for policymakers and community organizations:
Develop comprehensive policies: Policymakers should develop comprehensive policies that address disability prevention, rehabilitation, and social integration. This includes providing funding and resources to support inclusive education, accessibility modifications in homes and public spaces, and the development of day centers for rehabilitation and education.
Financial support and incentives: Implement financial support or incentives for families to make necessary home modifications. This can include grants, low-interest loans, or tax benefits, ensuring these modifications are affordable and accessible.
Media campaigns and training: Develop media campaigns that highlight positive stories of individuals with disabilities and provide training for journalists and media professionals on disability issues. This can help change public perceptions and reduce stigma.
Engagement of stakeholders:
Workshops and training sessions: Organize workshops and training sessions for education professionals, community leaders, and policymakers to enhance their understanding of inclusive practices. This can include training on the use of specialized teaching aids, assistive technologies, and strategies for fostering an inclusive environment.
Advisory committees: Create advisory committees that include representatives from families, community organizations, and individuals with disabilities. These committees can guide policy development and implementation, ensuring that the needs and perspectives of all stakeholders are considered.
Broader implications and global best practices:
Sharing findings internationally: Share findings and strategies with international organizations and forums focused on disability inclusion to inform global best practices. Highlight successful local strategies that can be adopted in other regions, emphasizing the importance of inclusive education, community support, and media representation.
Advocacy for global adoption: Advocate for the adoption of successful local strategies in other regions, highlighting the importance of inclusive education, community support, and media representation. This can be achieved through collaboration with international organizations, NGOs, and governments.
Areas for further research:
Longitudinal studies: Conduct longitudinal studies to understand the long-term impact of inclusive education and community support on the social integration and overall well-being of children with disabilities.
Interdisciplinary research: Encourage interdisciplinary research that combines insights from education, healthcare, social work, and urban planning to develop comprehensive strategies for disability inclusion.
Policy impact studies: Evaluate the impact of specific policies and programs on the inclusion of children with disabilities to identify best practices and areas for improvement.
CONCLUSION
The aim of this study was to enhance the support system for integrating children with disabilities into society, particularly within the context of Saudi Arabia. By synthesizing theoretical advancements in social support for children with disabilities and considering Saudi Arabia’s unique circumstances and development patterns, our research aimed to identify effective solutions to promote the integration of impaired children into society. Recognizing the pivotal role of communities in individuals’ daily lives, we emphasized the importance of leveraging social work interventions to establish community-based rehabilitation management for children with disabilities. However, it is essential to address the challenges and barriers to inclusion comprehensively. While modern policies increasingly advocate for total and mandatory inclusion of individuals with disabilities into society, there remains a gap in acknowledging the objective social separation and the need to harness the collective potential of all societal members for inclusive development. A top-down approach to integration may inadvertently exacerbate social tensions and resistance. Moreover, solely relying on personal resources without addressing underlying disparities and biases can undermine the sustainability of integration efforts.
To overcome these challenges and foster genuine inclusion, it is imperative to shift away from egocentrism and embrace a multidimensional understanding of the social world. This entails concerted efforts from policymakers, individuals with disabilities, and society as a whole to promote respect for diversity, dialogue, and awareness building. By ramping up education and public awareness initiatives, societies can create a more inclusive social climate that considers the needs and contributions of individuals with disabilities. Despite positive trends in societal attitudes toward individuals with disabilities, significant challenges persist, particularly in social and psychological adaptation, employment opportunities, and social insecurity. While overall societal attitudes toward individuals with disabilities may be benevolent, there is a need for continued efforts to address lingering prejudices and ensure equal opportunities for all.