Individuals with Disabilities: A Vision Adopting UNESCO Guidelines and Kingdom of Saudi Arabia Policies

Abstract

This study aims to explore the role of adapted physical education in improving the quality of life for students with disabilities, in alignment with UNESCO’s global directives and the educational policies of the Kingdom of Saudi Arabia under Vision 2030. The study employed a descriptive-analytical approach using a questionnaire and semi-structured interviews. The tools were applied to a sample of 75 participants, including students with disabilities, physical education teachers, and special education teachers. The field study was conducted in the Asir region (Abha) across eight educational settings, including the Institute of Intellectual Education and seven public schools featuring inclusive special education programs during the [Insert Academic Year] academic year. The results revealed that adapted physical education significantly contributes to enhancing mental health, fostering a sense of belonging, and developing physical skills. However, the level of alignment with international and national policies was found to be moderate, indicating a gap in practical implementation. The study recommends integrating adapted physical education into educational policies, developing teacher preparation programs, and providing inclusive school environments that support the quality of life for this group