Perceptions, Challenges, and Innovations in Educational Rehabilitation for Students with Intellectual Disabilities in Saudi Arabia

This study investigates perceptions and the effectiveness of educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia, emphasising awareness, barriers, and innovative approaches. Survey instruments demonstrated high reliability, with Cronbach's alpha values of 0.856 for Awareness and Perception, 0.849 for Barriers, and 0.836 for Innovations, while item-level reliability ranged from 0.83 to 0.85. Statistical analyses, including One-Way ANOVA and T-tests, revealed significant differences among educators, administrators, and stakeholders, with ANOVA F-values ranging from 5.1 to 495.25 (p < 0.05) and T-test p-values consistently below 0.001. Administrators reported greater awareness and confidence in the program's effectiveness, whereas educators expressed scepticism, particularly regarding training and resource limitations. Social stigma emerged as a prominent barrier, with educators and administrators more strongly perceiving it than stakeholders. Notably, 43.3% of participants indicated interest in innovative teaching methods, including augmented reality and virtual learning tools. The overall mean survey score of 3.522 reflects generally positive perceptions while highlighting areas for improvement. The findings underscore the need for enhanced communication, targeted professional development, resource optimisation, and integration of innovative strategies in educational rehabilitation programs. Future research should focus on practical solutions to overcome barriers and evaluate the effectiveness of emerging educational technologies.