Quality of Life for Students with Intellectual Disabilities and Kingdom’s Vision 2030
DOI:
https://doi.org/10.35696/arts.v12i4.2238Keywords:
Quality of Life, Intellectual Disabilities, Universal Design for Learning, Social Model of Disability, Capability DevelopmentAbstract
The article aims to study the quality of life for students with intellectual disabilities in light of the Kingdom's Vision 2030, as there is an increasing need to improve the quality of life for their in the educational environment, and quality education promotes learners' well-being and contributors to their success. This article focuses on the role of Universal Design for Learning (UDL) in enhancing the quality of life for this group, in line with Saudi Arabia’s Vision 2030. The Vision 2030 policy and the social model of disability were analyzed, and several conclusions were drawn based on documents that meet inclusion standards. The study's findings indicate that the "Quality of Life" and "Human Capability Development" programs support students with intellectual disabilities. UDL improves students' access to the curriculum and contributes to achieving its objectives, aligning with the Kingdom’s vision for inclusive education. The study recommends adapting the national curriculum and developing infrastructure in accordance with UDL principles, in addition to fostering international cooperation to leverage successful experiences in this field.
Downloads
References
Al Hazmi, A. N., & Ahmad, A. C. (2018). Universal design for learning to support access to the general education curriculum for students with intellectual disabilities. World Journal of Education, 8(2), 66-72. https://doi.org/10.5430/wje.v8n2p66
Aldegether, R. (2020). Saudi Arabia’s Vision 2030: Approaches to multicultural education and training. International Journal of Innovation, Creativity and Change, 12(8), 92-102.
Almalki, S. (2022). Inclusive education: America and Saudi’s attempts at including students with intellectual disability in the classroom. Journal of the Faculty of Education (Assiut), 38(3), 1-32. https://doi.org/10.21608/mfes.2022.228443
AlRawi, J. M., & AlKahtani, M. A. (2022). Universal design for learning for educating students with intellectual disabilities: A systematic review. International Journal of Developmental Disabilities, 68(6), 800-808. https://doi.org/10.1080/20473869.2021.1900505
Alsamiri, Y. A., Hussain, M. A., Aljohani, M. M., & Alsawalem, I. M. (2023). Primary school teachers’ knowledge of differentiation for students with giftedness and learning disabilities in mixed-abilities classrooms in Saudi Arabia. South African Journal of Education, 43(1), 1-7. https://doi.org/10.15700/saje.v43n1a2181
Alsarawi, A. (2023). Identifying and supporting students with learning disabilities in Saudi Arabia: Critical examination and recommendations to bridge the gap between policy, practice, and research. Interchange, 54(1), 95-124. https://doi.org/10.1007/s10780-022-09485-1
Alshamri, K. H. (2019). Evaluation of education students with intellectual disability in Saudi Arabia. Journal of Education and Learning, 8(1), 131-137.
Amor, A. M., Fern´andez, M., Verdugo, M. A., Aza, A., & Calvo, M. I. (2021). Towards the fulfillment of the right to inclusive education for students with intellectual and developmental disabilities: Framework for action. Education Sciences and Society, 12(1), 95–113. https://doi.org/10.3280/ess1-2021oa1147
Anna, H., Olena, A., Vitalii, K., Igor, N., Serhiy, C., Inna, K., Yuliia, T., Felix, F., & Andriy, M. (2020). Characteristics of biogeometric profile of posture and quality of life of students during the process of physical education. Journal of Physical Education and Sport (JPES), 20(1), 79 – 85. doi:10.7752/jpes.2020.01010
Bagadood, N. H., & Sulaimani, M. F. (2023). Special education programs for students with intellectual disabilities in Saudi Arabia: Views of special education needs coordinators (SENCos). Life Span Dis, 26, 29-51. doi: 10.57643/lsadj.2023.26.1_02
Bans-Akutey, A., & Tiimub, B. M. (2021). Triangulation in research. Academia Letters, 2. http://dx.doi.org/10.20935/AL3392
Begimqulova, X. (2023). Strategies for providing individualized instruction to disabled learners: The importance of specificity. Theoretical Aspects in the Formation of Pedagogical Sciences, 2(12), 18-23. http://econferences.ru/index.php/tafps/article/view/7016/3872
Bingham, A.J. (2023). From data management to actionable findings: A five-phase process of qualitative data analysis. International Journal of Qualitative Methods,22(3),1-11. https://doi.org/10.1177/16094069231183620
Black, R. D., Weinberg, L. A., & Brodwin, M. G. (2015). Universal design for learning and instruction: Perspectives of students with disabilities in higher education. Exceptionality Education International, 25(2), 1-26. https://doi.org/10.5206/eei.v25i2.7723
Bouck, E. C., & Bone, E. (2018). Interventions for students with intellectual disabilities. In In
viewpoints on interventions for learners with disabilities (Vol. 33, pp. 55-73). Emerald Publishing Limited.
Dacus-Hare, D. (2023). The barriers teachers face when implementing the universal design for learning framework [Master’s Theses, Dominican University of California]. https://doi.org/10.33015/dominican.edu/2023.EDU.15
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1), 19-26. https://doi.org/10.31763/ijele.v1i1.26
Eakin, J. M., & Gladstone, B. (2020). “Value-adding” analysis: Doing more with qualitative data. International Journal of Qualitative Methods, 19(1 )1-13. https://doi.org/10.1177/1609406920949333
Faragher, R., & Van Ommen, M. (2017). Conceptualizing educational quality of life to understand the school experiences of students with intellectual disability. Journal of Policy and Practice in Intellectual Disabilities, 14(1), 39-50. https://doi.org/10.1111/jppi.12213
Flick, U. (2018). Triangulation in data collection. In The SAGE handbook of qualitative data collection (pp. 527-544). Sage Publications Ltd.
Fovet, F. (2021). Developing an ecological approach to the strategic implementation of UDL in higher education. Journal of Education and Learning, 10(4), 27-39. https://doi.org/10.5539/jel.v10n4p27
Garcés Velástegui, P. (2020). Humanizing development: Taking stock of Amartya Sen’s capability approach. Problemas del Desarrollo, 51(203), 191-212. https://doi.org/10.22201/iiec.20078951e.2020.203.69586
Gidden, E., & Jones, D. (2021). Examining the impact of universal design for learning (UDL) on minimizing academic accommodations in post-secondary: A literature review. PRISM: University of Calgary’s Digital Repository. Bow College Research and Publications, May 2021. http://dx.doi.org/10.11575/PRISM/38840
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37-51. https://doi.org/10.1037%2Famp0000452
Heras, I., Amor, A. M., Verdugo, M. Á., & Calvo, M. I. (2021). Operationalization of quality of life for students with intellectual and developmental disabilities to improve their inclusion. Research in Developmental Disabilities, 119, 104093. https://doi.org/10.1016/j.ridd.2021.104093
Israel, M., & Ribuffo, C., & Smith, S. (2014). Universal design for learning: Recommendations for teacher preparation and professional development (Document No. IC-7). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center.
Joslin, R., & Müller, R. (2016). Identifying interesting project phenomena using philosophical and methodological triangulation. International Journal of Project Management, 34(6), 1043-1056. https://doi.org/10.1016/j.ijproman.2016.05.005
Kingdom of Saudi Arabia. (2018). Quality of Life Program implementation plan. https://www.vision2030.gov.sa/media/rlrhwdlg/2021-2025-quality-of-life-program-delivery-plan-en.pdf
Kingdom of Saudi Arabia. (2020). Quality of Life Program 2020 delivery plan. https://planipolis.iiep.unesco.org/sites/default/files/ressources/saudi_arabia_quality_of_life.pdf
Kingdom of Saudi Arabia. (2023). Vision 2030. https://www.my.gov.sa/wps/portal/snp/content/saudivision/?lang=en
King-Sears, M. E., Stefanidis, A., Evmenova, A. S., Rao, K., Mergen, R. L., Owen, L. S., & Strimel, M. M. (2023). Achievement of learners receiving UDL instruction: A meta-analysis. Teaching and Teacher Education, 122, 103956. https://doi.org/10.1016/j.tate.2022.103956
Lawson, A., & Beckett, A. E. (2021). The social and human rights models of disability: Towards a complementarity thesis. The International Journal of Human Rights, 25(2), 348-379. https://doi.org/10.1080/13642987.2020.1783533
Levitt, J. M. (2017). Exploring how the social model of disability can be re-invigorated: in response to Mike Oliver. Disability & Society, 32(4), 589–594. https://doi.org/10.1080/09687599.2017.1300390
Louw, J. S., Kirkpatrick, B., & Leader, G. (2020). Enhancing social inclusion of young adults with intellectual disabilities: A systematic review of original empirical studies. Journal of Applied Research in Intellectual Disabilities, 33(5), 793-807. https://doi.org/10.1111/jar.12678
Mackey, M. (2019). Accessing middle school social studies content through universal design for learning. Journal of Educational Research and Practice, 9(1), 81-88. https://doi.org/10.5590/JERAP.2019.09.1.06
McGowan, L. J., Powell, R., & French, D. P. (2020). How can use of the theoretical domains framework be optimized in qualitative research? A rapid systematic review. British Journal of Health Psychology, 25(3), 677-694. https://doi.org/10.1111/bjhp.12437
Mertens, D. M., & Hesse-Biber, S. (2012). Triangulation and mixed methods research: Provocative positions. Journal of Mixed Methods Research, 6(2), 75-79. https://doi.org/10.1177/1558689812437100
Milton, D., Martin, N., & Melham, P. (2017). Beyond reasonable adjustment: Autistic-friendly spaces and Universal Design. In Autism and Intellectual Disability in Adults (Vol. 1, pp. 81-87). Pavilion Publishing and Media Ltd.
Mitra, S. (2017). Disability, health and human development. Springer Nature.
Mohiuddin, K., Nasr, O. A., Miladi, M. N., Fatima, H., Shahwar, S., & Naveed, Q. N. (2023). Potentialities and priorities for higher educational development in Saudi Arabia for the next decade: Critical reflections of the Vision 2030 framework. Heliyon, 9(5), 1-10. https://doi.org/10.1016/j.heliyon.2023.e16368
Morgado, B., & Sánchez-Díaz, M. N. (2023). Teaching for all: Profile of faculty members who facilitate the success and inclusion of students with disability. European Journal of Special Needs Education,39(2),1-16. https://doi.org/10.1080/08856257.2023.2207058
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64-77. https://doi.org/10.46743/2160-3715/2022.5044
Nantwi, W. K., Essel, H. B., & Osei-Poku, P. (2023). Assessing creative arts teachers’ competence in the implementation of inclusive creative arts education using universal design for learning framework. ADRRI Journal (Multidisciplinary), 32(2(9),April,2022-June),1-24. https://journals.adrri.org/index.php/adrrij/article/view/1012
Panopoulos, N., & Drossinou-Korea, M. (2020). Bronfenbrenner’s theory and teaching intervention: The case of student with intellectual disability. Journal of Language and Linguistic Studies, 16(2), 537-551. https://doi.org/10.17263/jlls.759243
Patel, D. R., Cabral, M. D., Ho, A., & Merrick, J. (2020). A clinical primer on intellectual disability. Translational Pediatrics, 9 (1), S23. https://doi.org/10.21037%2Ftp.2020.02.02
Pavan, A. (2017). Saudi Arabia approaching 2030: The shift from quantitative to qualitative ambitions in education, enhancing human development. International Research in Higher Education, 2(2), 8-14. https://doi.org/10.5430/irhe.v2n2p8
Poch, A. L., Alzahrani, D., Aljuwayhir, J., & Alnahari, M. (2022). Educating students with learning difficulties in the Kingdom of Saudi Arabia. Intervention in School and Clinic, 58(4), 287-292. https://doi.org/10.1177/10534512221093779
Qu, X. (2022). A critical realist model of inclusive education for children with special educational needs and/or disabilities. International Journal of Inclusive Education, 26(10), 1008-1022. https://doi.org/10.1080/13603116.2020.1760366
Raley, S. K., Shogren, K. A., Rifenbark, G. G., Lane, K. L., & Pace, J. R. (2021). The impact of the self-determined learning model of instruction on student self-determination in inclusive, secondary classrooms. Remedial and Special Education, 42(6), 363-373. https://doi.org/10.1177/0741932520984842
Stăiculescu, C., Dincă, V. M., & Gheba, A. (2022). Analysis of the factors influencing the favorable participation of students with special needs in public tertiary education in Romania. Sustainability, 14(17), 10803. https://doi.org/10.3390/su141710803
Vakkai, R. J. Y., Harris, K., Chaplin, K. S., Crabbe, J. J., & Reynolds, M. (2020). Sociocultural factors that impact the health status, quality of life, and academic achievement of international graduate students: A literature review. Journal of International Students, 10(3), 758-775. doi: 10.32674/jis.v10i3.1222 ojed.org/jis
Wehmeyer, M. L. (2020). The importance of self-determination to the quality of life of people with intellectual disability: A perspective. International Journal of Environmental Research and Public Health, 17(19),7121. https://doi.org/10.3390/ijerph17197121
Williams, K., Jacoby, P., Whitehouse, A., Kim, R., Epstein, A., Murphy, N., Reid, S., Leonard, H., Reddihough, D., & Downs, J. (2021). Functioning, participation, and quality of life in children with intellectual disability: An observational study. Developmental Medicine & Child Neurology, 63(1), 89-96. https://doi.org/10.1111/dmcn.14657
Zhang, T., Shaikh, Z. A., Yumashev, A. V., & Chłąd, M. (2020). Applied model of E-learning in the framework of education for sustainable development. Sustainability, 12(16). 6420. https://doi.org/10.3390/su12166420
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright and Licensing
For all articles published in journal, copyright is retained by the authors. Articles are licensed under an open access Creative Commons CC BY 4.0 license, meaning that anyone may download and read the paper for free. In addition, the article may be reused and quoted provided that the original published version is cited. These conditions allow for maximum use and exposure of the work.
