A Systematic Review of the Needs Assessment for Individuals with Physically and Intellectual Disabilities in Saudi Arabia: Challenges, Services, and Gaps
Notice bibliographique
Résumé
Background: Individuals with disabilities frequently face challenges in accessing healthcare services. Despite growing attention to disability inclusion worldwide, there remains a significant lack of comprehensive needs assessments for individuals with physical and intellectual disabilities in Saudi Arabia. Moreover, there is limited research integrating both quantitative and qualitative findings to provide an evidence-based roadmap for policy and intervention improvements. Objective: to systematically review the needs assessment for physically and intellectually disabled individuals in Saudi Arabia, focusing on the challenges they face, the services available to them, and the existing gaps in support. Methods: This study employed a qualitative approach to explore the barriers faced by individuals with physical and intellectual disabilities in Saudi Arabia. Semi-structured interviews were conducted with educators and caregivers who met specific selection criteria, including relevant experience in special education or caregiving roles. The interviews included open-ended questions to gather in-depth perspectives on educational, societal, familial, curricular, and behavioral challenges. Data collected from these interviews were transcribed and analyzed using thematic analysis with NVivo software. The analysis process involved coding the data, categorizing emerging themes, and ensuring credibility through strategies such as member checks and expert validation. Results: The study identified several critical barriers experienced by disabled individuals in Saudi Arabia. Educational challenges included a lack of specialized teacher training and inadequacies in addressing diverse learning needs. Societal obstacles, such as stigma and rejection, hindered social inclusion and acceptance. Familial constraints were noted, with limited parental engagement often caused by time pressures and a lack of knowledge. Curricular shortcomings highlighted the rigidity and inflexibility of current educational programs, which failed to cater to individual needs. Lastly, behavioral and emotional challenges, including self-injurious behavior and communication difficulties, were prevalent among disabled individuals. These findings underscore the urgent need for systemic reforms and collaborative efforts to improve support systems. Conclusion: This systematic review underscores the significant barriers faced by physically and intellectually disabled individuals in Saudi Arabia, ranging from limited accessibility in healthcare and public spaces to systemic challenges in education and parental involvement. It underscores the prevalence of physical disabilities (67.3%) among the studied population and identifies that 56.7% of individuals face notable barriers, such as inadequate infrastructure and insufficient specialized healthcare services. Quality-of-life assessments reveal a need for interventions to enhance physical and social inclusion.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,003 | 0,001 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».