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

Perceptions, Challenges, and Innovations in Educational Rehabilitation for Students with Intellectual Disabilities in Saudi Arabia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Perceptions, Challenges, and Innovations in Educational Rehabilitation for Students with Intellectual Disabilities in Saudi Arabia Mubarak Saad Aldosari This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8736173/v1 This work is licensed under a CC BY 4.0 License Status: Under Revision Version 1 posted 10 You are reading this latest preprint version Abstract 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. Educational Rehabilitation Intellectual Disabilities Survey Reliability Innovative Teaching Methods Social Stigma Figures Figure 1 Highlights 1. The survey instruments showed strong internal consistency with Cronbach's alpha values ranging from 0.836 to 0.856. 2. ANOVA and T-tests revealed significant perception differences among educators, administrators, and stakeholders with F-values ranging from 5.1 to 495.25 and p < 0.05. 3. Social stigma and resource constraints were identified as key barriers to effective educational rehabilitation. 4. A substantial 43.3% of participants expressed interest in innovative methods like augmented reality and virtual classrooms. 5. Despite positive overall views with a mean score of 3.522, improvements are needed in teacher training, resource allocation, and addressing social stigma. 1. Introduction Learning disability, a term often used to describe difficulties in learning, is Part of a group of disorders known as intellectual disabilities (ID). These deficits affect a person's cognitive abilities, memory, knowledge, and social skills. Intellectual impairment is generally characterized by an intelligence quotient (IQ) below 70 and limitations in adaptive behavior, which refers to a child's ability to perform everyday tasks that require reasoning, judgment, and motor skills [ 1 ]. They can be mild, moderate, severe, or profound, and individuals with ID, therefore, need different degrees of assistance. The study of the prevalence of ID in Saudi Arabia is essential, but it has not been studied much. According to the findings, the prevalence of some IDs in Saudi Arabia ranges between 1% and 3% of the population. That said, we may be underestimating the number, given the challenges of identifying and diagnosing such cases, let alone developing rural or underserved settings. Ultimately, as the population and knowledge about the necessity of prevention increased, people became more attentive to the development and improvement of diagnostic means and healthcare services for patients with intellectual disabilities. Education, or lack of it, remains a fundamental human right on which many other rights for persons with intellectual disability hinge in their quest for better lives. To students with learning disabilities, learning is valuable not only as academic content but also for social purposes, the development of life skills, and self-reliance [ 2 , 3 ]. Every child with intellectual disabilities should have the chance to develop the necessary skills that can be provided in the process of education to have a happy, independent life. Among them are communication, social, problem-solving, and vocational skills for employment, as well as personal and social adjustment [ 4 , 5 ]. In addition, education for students with ID plays a significant role in reducing prejudice and enhancing the diversification of opportunities for everyone. This passivity enables students from these backgrounds to learn meaningfully in relation not only to other students but also to teachers and other individuals in the community. As a result, efforts should be made to identify and address these students' needs so they can cope successfully in the classroom and with social interactions. Educational rehabilitation for learners with intellectual disabilities entails intervention services and support to ensure they are fully supported and optimised in their learning styles in class and other aspects of their lives [ 6 , 7 ]. This rehabilitation process usually involves IEPs, teaching methods, technology aids, speech therapists, and psychological support [ 8 , 9 ]. The main goal of educational rehabilitation is to bring the child to the level that society expects them to be in terms of learning capacity [ 10 ]. Since the educational process is individualised to reconstruct the skills and abilities of every learner, educational rehabilitation guarantees these students all the chances to succeed at school [ 11 ]. Besides, this process also becomes an academic skill, a social skill, an emotional regulation skill, and an independent living skill for those students, which is also essential for the student’s future survival [ 12 ]. Hence, the educational rehabilitation for students with intellectual disabilities in Saudi Arabia has not lain down entirely without several challenges [ 13 ], as follows: The lack of resources, specifically teacher training, is still one of the biggest impediments that learners face [ 14 ]. Due to the scarcity of expertise among teachers in teaching students with learning disabilities, there are ensuing deficits in the quality of education [ 15 ]. Moreover, the required specialised equipment, cf. occupational therapy equipment, specialised facilities, and assistive technologies for disabled students are scarce in schools and more or less inaccessible to rural disabled students, raising questions on quality education for intellectually disabled students [ 16 ]. Students with ID also face cultural stigma and societal misconceptions about ID, hence, limited educational chances for these students [ 17 ]. The failure of the U.S. schools compounds these problems, and the health care delivery system and social service agencies need to be a connected system of support and intervention [ 18 ]. Thus, most students with ID do not attend special schools to receive desirable individual focus, promoting learner-low productivity, social exclusion, and restricted life chances for students and families [ 19 ]. Since the above gaps are the primary considerations of this study, their adverse effects are severe, as they impede the advancement of a fair learning environment for all learners [ 20 ]. One of the current areas of research in Saudi Arabia is preparing educational rehabilitation for students with intellectual disabilities, and few research articles focus on this issue [ 21 , 22 ]. Much of the literature research concerns general provisions for special or inclusive education [ 23 , 24 ]. It does not include a specific assessment of how to apply these provisions to students with intellectual disabilities [ 25 ]. Furthermore, impact studies are scarce in investigating the effectiveness of education intervention over the best years, especially concerning academic and social outputs [ 26 ]. The current literature also has a bias towards studies that explore the experiences of students with intellectual disabilities in the urban context, not the rural and remote zones [ 27 ]. Thus, increased research on the dissemination of EBPs and interventions for this population is necessary [ 28 ]. The research to be conducted includes identifying how technology affects instruction, teacher preparation, and the incorporation of culture into instruction. Exposing the existing deficits in educational rehabilitation calls for ideas that are relevant and compatible with students with intellectual disabilities' learning abilities [ 29 ]. Due to technological developments, AR, VR, and special devices are promising approaches for individualised learning [ 30 ]. These technologies can enhance the quality of learning experiences, making them better, more appealing to students, and more effective, while enabling students to understand them better [ 31 ]. Also, changes in how incentives for teachers and professionals are established through teacher training and professional development, as well as through online forums and inclusive Practices, are crucial to preparing teachers to serve students with disabilities. In addition, school, health service, and family involvement are brought into direct focus for community-based interventions as Part of educational rehabilitation solutions [ 32 ]. When applied in the educational system, these strategies help foster teaching and learning for students with intellectual disabilities in a more inclusive environment [ 33 ]. This study aims to identify the roles of educational rehabilitation for learners with intellectual disabilities in Saudi Arabia and the impact of interventions used for learning, such as technology, classroom inclusion, and community learning. This paper seeks to establish the challenges to learning faced by students with intellectual disability and to explore ways to address them. This research is helpful, as the information gathered in this study will augment the existing knowledge base on educational rehabilitation, especially in Saudi Arabia, and educate educators, policymakers, and service providers about the most suitable strategies for supporting students with intellectual disabilities. In addition, the study will focus on incorporating technological advancements that are likely to enhance these students' learning experiences. The results will inform the development of policies and programs that should direct students toward integration in school and guarantee equal educational rights for learners with disabilities. The population of interest for this research includes the areas specific to Saudi Arabia, primary and post-secondary education, with an emphasis on urban and rural schools offering Special education services for students. A possible source of bias may be the nature, availability, and willingness of schools or families to participate, particularly in rural settings with low special education enrolment. However, limitations inherent in cross-cultural and cross-language research may hamper the study's ability to obtain data and, even when collected, to interpret them adequately. 2. Methodology 2.1 Participants Participants for this study were selected based on specific criteria to ensure relevance and representativeness. For students, inclusion criteria included being diagnosed with an intellectual disability and currently enrolled in a special education program in Saudi Arabia. Teachers were selected based on their experience and expertise in special education. The study included 298 participants, comprising teachers and students. The respondents consisted of both male and female students, aged between 18 and 60 years, diagnosed with varying degrees of intellectual disabilities. The educator sample included male and female teachers with at least 6 years of experience in special education. Demographic information, including age, gender, educational background, and years of experience, was collected from all participants to ensure the sample's diversity and representativeness. 2.2. Quantitative Data Collection Quantitative questionnaires were used to collect numerical data on the corresponding participants' age, qualifications, experience, and perceptions of the current education system. It included Likert-scale items (ranging from 1 to 5, where 1 = strongly agree and 5 = neutral). These questionnaire items were based on a Likert scale, including satisfaction with the curriculum, training, and resources. The current study used an online self-administered questionnaire to assess their age and mental processing power. The student survey comprised the same questionnaires with simplified Likert-scale items (ranging from 1 to 5, where 1 = strongly agree and 5 = neutral). Where required, assisting students involved caregivers or teachers in completing the survey. The surveys were carried out online and on paper, depending on the situation. 2.3. Statistical Data Analysis Quantitative data were collected via surveys, and statistical analyses were performed. Descriptive statistics, such as frequencies and percentages, were used to summarise the survey responses. Inferential statistics, such as t-tests and ANOVA, were used to compare groups and assess the significance of any observed differences. The reliability analysis was also conducted using SPSS. SPSS was used to analyze quantitative data. SPSS is a statistical software package that allows for quantitative data analysis, including descriptive statistics and inferential tests [ 34 ]. Excel was also used for essential data management and preliminary analysis. These software tools facilitated the analysis of qualitative and quantitative data, providing a comprehensive understanding of the impact of integrating special education for students with intellectual disabilities in Saudi Arabia. 3. Results Internal consistency and reliability of survey instruments were assessed using Cronbach's alpha, which yielded strong results. The test was applied to evaluate three scales: Awareness and Perception of Educational Rehabilitation Programs, Barriers to Effective Educational Rehabilitation, and Innovations and Future Directions in Educational Rehabilitation, each with ten items. The survey instruments exhibited high internal consistency, with Cronbach's alpha ratings of 0.856, 0.849, and 0.836 for each construct. The analysis showed essential patterns in participant responses, which yielded crucial information about Saudi Arabia's educational rehabilitation programs for intellectually disabled students. Demographic and experiential characteristics of participants led to substantial variation in satisfaction levels, as indicated by inferential statistical results from t-tests and ANOVA. All survey items across all scales remained robust, as no item removal led to any improvement in overall alpha values. The results provide essential intelligence on educational rehabilitation challenges, participant perceptions, and potential breakthroughs, establishing a foundation for advancing policy development and program improvement initiatives—complete statistical outputs are provided in supplementary files ( Tables S1-S3 ) for reference. 3.1. Study Reliability and Consistency of Educational Rehabilitation Scales The study instruments showed high reliability and within-scale agreement, as indicated by favourable Cronbach's alpha results. The test was applied to three separate scales: Awareness and Perception of Educational Rehabilitation Programs (ID 1), Barriers to Effective Educational Rehabilitation (ID 2), and Innovations and Future Directions in Educational Rehabilitation (ID 3). Each scale included 10 components measuring diverse educational rehabilitation elements for Saudi Arabian students with intellectual disabilities. The validity measurement, as assessed by Cronbach's alpha, was strong across the three scales, with scores of 0.856 for ID 1, 0.849 for ID 2, and 0.836 for ID 3. The internal consistency of the survey instruments was high, with dependable reliability coefficients ranging from 0.84 to 0.90, as mentioned in Table 1 . For ID 1 (Awareness and Perception of Educational Rehabilitation Programs), Cronbach's alpha was 0.856, indicating excellent consistency among items assessing participants' knowledge, awareness, and satisfaction with educational rehabilitation resources and teacher effectiveness for students with intellectual disabilities. Individual item reliability was also strong (α = 0.843–0.847). Similarly, ID 2 (Barriers to Effective Educational Rehabilitation) demonstrated robust reliability, with a Cronbach's alpha of 0.849. Items addressing key barriers—such as shortages of well-trained instructors, financial constraints, and physical accessibility challenges within Saudi Arabian educational settings—showed satisfactory internal consistency (α = 0.838–0.843). Overall, both scales reliably captured perceptions of program effectiveness and the barriers influencing educational rehabilitation outcomes. Table 1 Cronbach's alpha test analysis IDs Item Cronbach's Alpha Cronbach's Alpha if Item Deleted ID 1 Awareness and Perception of Educational Rehabilitation Programs Q1 How aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia? 0.843 Q 2 How aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia? 0.844 Q 3 How effective are the current educational rehabilitation programs for students with intellectual disabilities? 0.847 Q 4 To what extent do you think educational rehabilitation programs address the needs of students with intellectual disabilities in Saudi Arabia? 0.843 Q 5 How important do you believe it is to integrate innovative approaches in rehabilitating students with intellectual disabilities? 0.856 0.835 Q 6 How confident are you in the ability of teachers to provide effective educational rehabilitation for students with intellectual disabilities in Saudi Arabia? 0.837 Q 7 How satisfied are you with the availability of resources for educating students with intellectual disabilities in Saudi Arabia? 0.836 Q 8 How well do you think educational rehabilitation programs support the long-term development of students with intellectual disabilities? 0.849 Q 9 How often do you believe educational institutions in Saudi Arabia collaborate with other sectors (e.g., healthcare and social services) to support students with intellectual disabilities? 0.848 Q 10 How important is it for educational institutions to involve families in the rehabilitation 0.839 ID 2 Barriers to Effective Educational Rehabilitation Q 11 How much do you think the lack of trained educators affects the success of educational rehabilitation programs for students with intellectual disabilities? 0.843 Q 12 How significant do you think financial constraints are in limiting the effectiveness of rehabilitation programs in Saudi Arabia? 0.838 Q 13 How often do you believe that students with intellectual disabilities face barriers related to physical accessibility in educational settings? 0.836 Q 14 How often do you think cultural attitudes towards intellectual disabilities hinder the success of rehabilitation programs? 0.849 0.831 Q 15 How much do you believe that the lack of awareness among parents about available educational services affects the rehabilitation of students with intellectual disabilities? 0.825 Q 16 How much do you think the limited availability of specialised technologies hinders the education of students with intellectual disabilities? 0.826 Q 17 How frequently do you believe that the lack of a comprehensive policy framework for intellectual disability education creates barriers in Saudi Arabia? 0.827 Q 18 How significant is the issue of social stigma in preventing the full participation of students with intellectual disabilities in educational programs? 0.844 Q 19 How much do you think the lack of collaboration between schools and rehabilitation centres affects the educational outcomes of students with intellectual disabilities? 0.841 Q 20 How effective are the current educational rehabilitation programs for students with intellectual disabilities? 0.833 ID 3 Innovations and Future Directions in Educational Rehabilitation Q 21 How likely are you to support the implementation of personalised learning plans for students with intellectual disabilities? 0.817 Q 22 How effective do you believe using assistive technologies (e.g., speech-to-text, interactive learning tools) could be in supporting students with intellectual disabilities? 0.828 Q 23 How interested are you in integrating virtual learning environments to support students with intellectual disabilities? 0.839 Q 24 How confident are you in the potential of collaborative approaches involving schools, families, and communities to improve rehabilitation for students with intellectual disabilities? 0.836 0.819 Q 25 How important do you think training teachers in innovative teaching strategies (e.g., Universal Design for Learning) is for educating students with intellectual disabilities? 0.811 Q 26 How likely do you think introducing specialised educational apps and games will help rehabilitate students with intellectual disabilities? 0.813 Q 27 How beneficial do you think offering parent support and education programs will improve the rehabilitation outcomes of students with intellectual disabilities? 0.827 Q 28 How well do you think including job readiness training in rehabilitation programs will support transitioning students with intellectual disabilities into the workforce? 0.812 Q 29 How optimistic are you about the future of educational rehabilitation for students with intellectual disabilities in Saudi Arabia? 0.825 Q 30 How likely do you think it is that innovations in artificial intelligence (AI) and machine learning will improve educational rehabilitation for students with intellectual disabilities? 0.816 The survey instruments demonstrated high reliability across all three assessment scales, with item-specific Cronbach's alpha values ranging from 0.817 to 0.856. ID 1 (Awareness and Perception of Educational Rehabilitation Programs) showed the highest reliability, indicating consistent measurement of participants' understanding of educational programs. ID 2 (Barriers to Effective Educational Rehabilitation) effectively captured critical obstacles, including physical, social, and institutional challenges, with dependable internal consistency (alpha values 0.836–0.849). ID 3 (Innovations and Future Directions in Educational Rehabilitation) assessed emerging strategies, such as assistive technologies, personalized learning plans, virtual learning environments, and AI integration, and demonstrated robust reliability across its items (alpha values: 0.816–0.839). Item analysis indicated that removing any individual question would not improve the overall Cronbach's alpha, confirming strong internal consistency and alignment with the target constructs. Overall, the scales were classified as "dependable" with values between 0.84 and 0.90, supporting the survey's reliability in measuring awareness, barriers, and innovative practices in educational rehabilitation. These results validate the study as a trustworthy instrument for evaluating educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia, providing a strong foundation for further research, policy development, and evidence-based interventions. 3.2. Frequency analysis on the demographic profile of respondents Research findings provide insights into the distribution of survey participants by gender, age, and professional experience categories. Male and female participants followed their gender ratios across all survey questions, with females consistently outnumbering males. 39.5% of female participants responded to survey IDs 1, 2, and 3, with nearly identical responses of 39.3% and 39.2%, respectively. Survey responses across all three tests revealed equal male participation totals at 34.7 per cent to 35.0 per cent. A modest number of respondents who declined to provide gender information participated in survey ID 3, resulting in 22 participants, for a frequency rate of 25.3%. Figure 1 (A and B) demonstrates the importance of specific age cohorts through detailed breakdowns that reveal substantial differences across age ranges. The 66–60-year-old adult respondents showed the highest involvement in Survey ID 2, with a 50.0% participation rate, which stood out from their involvement across Survey ID 1 (9.9%) and ID 3 (47.3%). The 18–25 age group responded more frequently to survey ID 1, contributing 25.5%, even though their responses diminished to 10.2% across surveys ID 2 and ID 3. Survey ID 1 attracts the younger participants because it explores positive educational rehabilitation programs while raising awareness about them. The survey results show participants between the ages of 26 and 35 engaged least frequently throughout all research categories, specifically in Survey ID 2, which received only 7.8% of total responses. This distribution indicates possible difficulties for those aged 26–35 in participating effectively in educational rehabilitation services or research activities. The distribution of participants' professional experience demonstrates an essential pattern in the figures. Participants who worked in the field for six years or longer produced significantly higher levels of engagement in every survey category. Survey IDs 1 to 3 show that older participants completed these questions more often than less-experienced respondents. Experienced professionals participated more frequently, indicating their expertise or vested interest in the survey topics. Overall analysis (22.2 ÷ 9 = 2.47) showed that most participants held unfavourable views of educational rehabilitation programs, with perceptions varying across demographic groups The analysis of Table 2 revealed significant trends in participants' responses to Q1–Q30 items, measured on a Likert scale ranging from 1 to 5. Participants expressed the strongest affinity for the survey statements by selecting option 4 whenever it was presented as a question on the Likert scale. Question 5 garnered the most responses, with 75 participants (30.6%) choosing it and expressing agreement or strong agreement with the included perceptions or attitudes. Questions 11 and 13 had the fewest participants (13; 5.3%), highlighting areas needing further study. Question 11 showed the strongest agreement, with a mean score of 3.74, 153 responses, and 62.7% agreement, reflecting its relevance to participants’ experiences. Overall, the weighted average of 3.522 indicates generally positive assessments of the educational rehabilitation program components. Table 2 Frequency analysis of the survey demographic profile of respondents Surveys ID (1–3) Frequency Percentage Cumulative Percentage Mean Decision ID 1- Awareness and Perception of Educational Rehabilitation Programs Respondents Teacher 81 33.3 33.3 Students 81 33.3 66.7 Not prefer to mention 81 33.3 100 Qualification BS. 81 33.3 33.3 M. Phil 81 33.3 100 PhD 96 40.0 76.5 Gender Male 85 35.0 35.0 Female 96 39.5 74.5 1.90 Low perception Prefer not to mention 62 25.5 100.0 Age 18–25 62 25.5 53.5 26–35 50 20.6 74.1 3.65 High perception 36–45 19 7.8 81.9 46–60 24 9.9 91.8 Prefer not to mention 20 8.2 100.0 Experience BPS-17 (3–4 years) 101 41.6 41.6 1.88 Low perception BPS-18 (5–7 years) 71 29.2 70.8 BPS-19 (8–10 years) 71 29.2 100.0 ID 2- Barriers to Effective Educational Rehabilitation Respondents Teacher 81 33.2 33.6 Students 81 33.2 66.8 I would not prefer to mention 81 33.2 100.0 BS. 81 33.2 66.8 M. Phil 20 8.2 100.0 PhD 71 29.2 100 Gender Male 85 34.8 35.2 Female 96 39.3 74.6 1.90 Low perception Prefer not to mention 62 25.4 100.0 Age 18–25 25 10.2 10.3 26–35 19 7.8 18.1 36–45 33 13.5 31.7 3.61 High perception 46–60 122 50.0 81.9 Prefer not to mention 37 15.2 97.1 Qualifications BS. 91 37.3 37.3 M. Phil 71 33.3 100 PhD 96 40.0 76.5 Experience BPS-17 (3–4 years) 97 39.8 39.9 BPS-18 (5–7 years) 71 29.1 69.1 1.91 Low perception BPS-19 (8–10 years) 75 30.7 100.0 ID 3- Innovations and Future Directions in Educational Rehabilitation Respondents Teacher 81 33.1 53.9 Students 81 33.1 66.9 I would not prefer to mention 81 33.1 100.0 Qualification BS. 81 33.1 100 M. Phil 81 33.1 66.9 PhD 81 33.1 60.9 Gender Male 83 34.7 35.5 1.89 Low perception Female 93 39.2 74.7 Prefer not to mention 22 25.3 100.0 Age 18–25 25 10.2 10.3 26–35 18 7.3 17.7 36–45 38 15.5 33.3 3.60 High perception 46–60 116 47.3 81.1 Prefer not to mention 7 2.9 100.0 Experience BPS-17 (3–4 years) 101 41.2 41.6 BPS-18 (5–7 years) 74 30.2 72.0 1.86 Low perception BPS-19 (8–10 years) 68 27.8 100.0 Responses highlighted participants’ views on educational rehabilitation program components. Question 25 (ID3) had the highest engagement (129; 43.3%), showing strong interest in innovative approaches, while question 13 (ID2) had the lowest response (13; 5.3%), pointing to areas needing targeted interventions. Overall, findings indicate that educators recognize both challenges and achievements, and the survey effectively captures insights for improving educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia. 3.3 Analysis of Participant Responses A detailed overview of participant responses emerges through the survey data analysis shown in Table 3 , which documents responses to 30 items from Q1 through Q30. Survey participants used a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) to respond to statements that revealed their perspectives on educational rehabilitation. We found through data analysis that a substantial number of responders chose option 4 (Agree) on most survey items, indicating a generally positive stance toward the items. The data suggest that the questionnaire assessed participants' overall approval of academic concepts and educational methods. Multiple survey questions, specifically Numbers 11 and 13, show disappointing levels of strong agreement. The results showed that only 13 participants (5.3%) strongly agreed with these statements, thereby highlighting unclear aspects that warrant further examination for educational rehabilitative approaches. Survey question 5 received the most widespread positive response, with 75 participants (30.6%) agreeing strongly. A substantial number of participants selected this particular question because it directly corresponded with their personal experiences. The low affirmative response rates for Questions 11 and 13 indicate either participants' perception of irrelevance or confusion about the specific educational rehabilitation aspects those items targeted. 3.3.1 Key Findings on Educational Rehabilitation Question 11 emerged as one of the study's most commonly accepted items after receiving 153 responses and an overall mean score of 3.74. The data show that participants understood the importance of the subject matter while recognising its relevance to their practical work. The uniformity of participant responses indicates widespread agreement about the educational rehabilitation topics reviewed. The data point from Question 11 serves as an essential benchmark for understanding participants' fundamental views on rehabilitation programs. The weighted average score of 3.522 reflects broad agreement among participants regarding positive evaluations of different parts of educational rehabilitation programs. The respondents' ratings of the educational programs demonstrate favourable agreement, as the average score of 3.522 exceeds the midrange of the five-point Likert scale. The average score aligns with the typical interval and indicates that rehabilitative programs contain issues that may require modifications and specialised interventions to improve performance. 3.3.2 Barriers and Innovations in Educational Rehabilitation It becomes clear through ID3 analysis that educators actively seek to implement and explore modern educational rehabilitation strategies. The educational reform approach received the most substantial support, with 129 practising therapists (43.3%) endorsing the need for innovative teaching methods to address educational challenges. The data show that educators are vigorously committed to embracing innovative practices that enhance academic outcomes for learners with disabilities. Program effectiveness requires the essential analysis of innovation, as schools that demonstrate openness to technology will embrace teaching alternatives and educational frameworks to advance their rehabilitative education system. Surveys administered via Question 13 (ID2) showed lower agreement among teachers because only 13 of 246 participants (5.3%) strongly supported the statement about barriers to educational rehabilitation services. The general understanding of rehabilitation barriers exists, but consensus and sophistication in practice regarding their real-life manifestations seem limited. Educator respondents exhibited varied attitudes, likely because they considered the mentioned obstacles unrelated to their teaching environments or found them difficult to describe. The different response patterns indicate that specific training obstacles vary across educational contexts, thus requiring tailored approaches to educational improvement. 3.3.3 Implications for Educational Rehabilitation Programs The survey data reveal a significant understanding of how educators experience educational rehabilitation initiatives daily. Current programs need targeted improvements designed to handle their existing advantages and disadvantages. The assessment of educational rehabilitation yields positive perceptions of its effectiveness, though specific aspects receive somewhat lower ratings, indicating areas for future development. The identified gaps within educational rehabilitation programs demand strategic improvements through expanded training for teacher’s resource allocation initiatives, and altered ratios between students and instructors to advance more inclusive educational settings. The extensive interest in bringing innovative educational methods to educational rehabilitation is a significant finding from Question 25. The findings demonstrate that educators are willing to test innovative educational methods, such as augmented reality (AR), virtual classrooms, and individualized learning strategies, for students with intellectual disabilities. Future research focuses on characterizing these innovative approaches that might enable more individualized and successful rehabilitation programs through their development. Data from Question 13 on barriers to teaching students with disabilities indicate that educators need more specialized, practical assistance, as their agreement levels remain lower. Individual experiences and specific educational contexts lead educators to view barriers differently from others in the study. Research needs to explore more deeply which educator challenges remain dominant, so that both particular solutions can be developed and targeted strategies can emerge to counter these obstacles effectively. Educational rehabilitation requires focused solutions because each learning environment presents distinct needs that call for adaptable reform strategies. Table 3 Frequency, percentage, and cumulative percentage of Likert scale responses Surveys Questionnaires Likert scale [Frequency (percentage, cumulative percentage)] Mean Decision Strongly Agreed (1) Agreed (2) Disagree (3) Strongly disagree (4) Neutral (5) ID 1-Awareness and Perception of Educational Rehabilitation Programs Q1 129 (52.7,84.8) 33 (13.5, 31.7) 28 (11.4,18.1) 16 (6.5, 6.6) 37(15.1, 100.0) 3.59 High perception Q 2 120 (49.0, 87.7) 47 (19.2, 38.3) 27 (11.1, 18.9) 19 (7.8, 7.8) 30 (12.2, 100.0) 3.40 Low perception Q 3 89 (36.3, 90.1) 72 (29.4, 53.5) 43 (17.6,23.9) 14 (5.7, 6.2) 24 (9.9, 100.0) 3.16 Low perception Q 4 111 (45.3, 86.8) 57 (23.3, 41.2) 25 (10.2, 17.7) 18 (7.3, 7.4) 32 (13.1, 100.0) 3.47 Low perception Q 5 111 (45.3, 80.2) 45 (18.4, 34.6) 21(8.6, 16.0) 18 (7.3, 7.4) 48(19.6, 100) 3.62 High perception Q 6 86 (35.1, 69.1) 40(16.3, 33.7) 21(8.6,17.3) 21(8.6, 8.6) 75(30.6,100.0) 3.71 High perception Q 7 97(39.6,76.1) 44(18.0,36.2) 26 (10.6,18.1) 18 (7.3, 7.4) 58(23.7,100) 3.62 High perception Q 8 103 (42, 84) 60 24.5, 41.6) 22(9.0,16.9) 19(7.8,7.8) 39(15.9, 100.0) 3.49 Low perception Q 9 103(42.0, 85.6) 54(22.0, 43.2) 27(11.0, 21.0) 24(9.8,9.9) 35(14.3, 100) 3.43 Low perception Q 10 94 (38.4, 77.8) 61 (24.9, 39.1) 20 (8.2,14.0) 14 (5.7, 5.8) 54 (22.2, 100.0) 3.60 High perception ID 2-Barriers to Effective Educational Rehabilitation Q 11 153 (62.7, 86.4) 31(12.7, 23.5) 13 (5.3, 10.7) 13 (5.3, 5.3) 33 (13.5, 100.0) 3.74 High perception Q 12 119(48.8, 87.7) 44 (18.0, 38.7) 27(11.1, 20.6) 23 (9.4, 9.7) 30(12.3,100.0) 3.44 Low perception Q 13 87 (35.7,94.7) 75 (30.7,58.8) 50 (20.5, 28) 17(7.0,7.4) 13 (5.3, 100.0) 3.11 Low perception Q 14 112 (45.9, 89.3) 61 (25.0, 43.2) 25 (10.2, 18.1) 19 (7.8, 7.8) 26 (10.7,100.0) 3.42 Low perception Q 15 119 (48.8, 82.7) 44 (18.0, 33.7) 22 (9.0, 15.6) 16 (6.6, 6.6) 42 (17.2,100) 3.61 High perception Q 16 87 (35.7, 70.4) 40 (16.4, 34.6) 23 (9.4, 18.1) 21 (8.6, 8.6) 72 (29.5,100) 3.68 High perception Q 17 102 (41.8, 76.5) 41 (16.8, 34.6) 27 (11.1, 17.7) 16 (6.6, 6.6) 57 (23.4, 100.0) 3.65 High perception Q 18 102 (41.8, 82.3) 63 (25.8, 40.3) 18 (7.4, 14.4) 17 (7.0, 7.0) 43 (17.6,100) 3.56 High perception Q 19 108 (44.3, 84.8) 54 (11.9, 18.1) 29 (22.1, 40.3) 15 (6.1, 6.2) 37 (15.2,100) 3.51 Low perception Q 20 95 (38.9,79.4) 59 (24.2, 40.3) 24 (9.8, 16.0) 15 (6.1, 6.2) 50 (20.5, 100) 3.58 High perception ID 3- Innovations and Future Directions in Educational Rehabilitation Q 21 133 (44.6,44.6) 70 (23.5, 68.1) 41 (13.8,81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.15 Low perception Q 22 129 (43.3, 43.3) 72 (24.2, 67.4) 43 (14.4, 81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.17 Low perception Q 23 121 (40.6, 40.6) 80 (26.8, 67.4) 43 (14.4, 81.9) 24 (8.1, 89.9) 30 (10.1,100) 2.20 Low perception Q 24 124 (41.6, 41.6) 70 (23.5, 65.1) 50 (16.8, 81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.22 Low perception Q 25 129 (43.3, 43.3) 72 ( 24.2, 67.4) 43 (14.1, 81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.20 Low perception Q 26 121 (40.6, 40.6) 80 (26.8, 67.4) 43 (14.4, 81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.20 Low perception Q 27 50 (16.8, 16.8) 190 (63.8 ,80.5) 58 (19.5,100) 2.03 Low perception Q 28 124 (41.6, 41.6) 70 (23.5, 65.1) 50 (16.8, 81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.21 Low perception Q 29 128 (43.0, 43.0) 72 (24.2, 67.4) 43 (14.4, 81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.17 Low perception Q 30 121 (40.6, 40.6) 80 (26.8, 67.4) 43 (14.4, 81.9) 24 (8.1, 89.9) 30 (10.1, 100) 2.20 Low perception Table 3 provides a detailed analysis of responses by showing breakdowns of each question between frequency and percentage, and the cumulative percentage of participants. Data from Question 1 (ID1) showed that 52.7% of participants (129) strongly endorsed the statement regarding their awareness of educational rehabilitation. Recent findings demonstrate the broad recognition and comprehension of topics within participant demographics. The survey results, at 3.59 for Question 1, indicate that most participants have a strong understanding of protective education principles. Participants demonstrated greater agreement on Question 11 (ID2) regarding rehabilitation barriers, with a mean score of 3.74 and 62.7% agreement with the statement. Participants understand the obstacles to educational rehabilitation yet acknowledge opportunities to enhance practices to overcome these hurdles. Question 25 (ID3) evaluated how educational rehabilitation stands in terms of innovation at present, but produced a mixed response from participants about the field's current state. Measures used to assess innovation and reform within educational rehabilitation gained scores under 2.5 from all participants who agreed on the need for advanced approaches. The results demonstrate the critical need to direct ongoing funding toward innovative educational research and training to develop better teaching tools for educational rehabilitation programs. Educational rehabilitation's current status is clear from survey data provided by educators. The research data demonstrates robust evidence that rehabilitation programs work effectively, yet highlights specific areas requiring innovative strategies and interventions. Departments should use this data to guide future educational rehabilitation initiatives that develop support systems that help students with intellectual disabilities succeed academically and socially. 3.4. Results of Statistical Analysis: One-Way ANOVA and T-Test The One-Way ANOVA and T-test statistical analyses of Saudi Arabian opinions on students with intellectual disabilities in educational rehabilitation programs revealed essential findings about the influencers of program effectiveness. The study demonstrated significant divergence among educators' administrator stakeholder groups because their views on educational rehabilitation programs reflected distinct attitudes and challenges during implementation. 3.4.1 One-Way ANOVA Results One-way ANOVA evaluated the strength of agreement or disagreement between participant groups on survey questions within each participant category. The results showed substantial F-values ranging from 5.1 to 495.25, and all p-values were below the significant threshold of 0.05 ( see Table 4 ). Data showed considerable differences in perceptions between participant groups who evaluated aspects of educational rehabilitation programs. The results show that individual survey responses fluctuated by professional designation regarding family engagement requirements, teacher preparation methods, and educational technology implementation. The available training programs received lower satisfaction ratings from educators than administrators, who disclaimed any support deficiencies. The measured robustness strengthens through degrees-of-freedom analysis at 5 and 237 points, demonstrating reliability and validity across the various participant groupings. 3.4.2 T-Test Analysis Results Using a t-test, researchers examined distinct population patterns and observed shifts in mean values between groups within individual areas of the survey. The study revealed statistically significant differences between groups because p-values remained at 0.000 across all tests. Statistical analysis confirms that participants responded differently based on their positional role and background characteristics. Based on survey responses, administrators demonstrated greater awareness of rehabilitation programs than their counterparts in educator and stakeholder roles. Administrative personnel may receive program-related information thoroughly because they actively participate in planning and execution procedures. The T-tests demonstrated a distinct variation in participants' perceptions of program effectiveness during the survey process. Special education teachers, alongside other groups, exhibited decreased trust in rehabilitation program outcomes even though they had direct therapeutic experience. Table 4 presents extensive comparative data showing statistical differences across questions on teacher preparedness, parent involvement, and resource access. These competing assessment results show that groups need additional support to consolidate their shared vision for rehabilitation programs. Table 4 ANOVA and T-Rest Analysis Surveys Questionaries T-Test ANOVA t df p 3 M.D 95% CD Lower Upper df F Sig. How aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia? 27.764 297 0.000 2.15436 2.0017 2.3071 5, 237 00 0.000 How aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia? 28.129 297 0.000 2.17450 2.0224 2.3266 5, 237 13.350 0.000 How effective are the current educational rehabilitation programs for students with intellectual disabilities? 28.777 297 0.000 2.20134 2.0508 2.3519 5, 237 5.193 0.000 To what extent do you think educational rehabilitation programs address the needs of students with intellectual disabilities in Saudi Arabia? 28.722 297 0.000 2.21477 2.0630 2.3665 5, 237 8.236 0.000 How important do you believe it is to integrate innovative approaches in rehabilitating students with intellectual disabilities? 28.129 297 0.000 2.17450 2.0224 2.3266 5, 237 13.453 0.000 How confident are you in the ability of teachers to provide effective educational rehabilitation for students with intellectual disabilities in Saudi Arabia? 28.777 297 0.000 2.20134 2.0508 2.3519 5, 237 9.584 0.000 How satisfied are you with the availability of resources for educating students with intellectual disabilities in Saudi Arabia? 58.080 297 0.000 2.02685 1.9582 2.0955 5, 237 10.120 0.000 How well do you think educational rehabilitation programs support the long-term development of students with intellectual disabilities? 28.722 297 0.000 2.21477 2.0630 2.3665 5, 237 6.024 0.000 How often do you believe educational institutions in Saudi Arabia collaborate with other sectors (e.g., healthcare and social services) to support students with intellectual disabilities? 28.129 297 0.000 2.17450 2.0224 2.3266 5, 237 6.689 0.000 How important is it for educational institutions to involve families in the rehabilitation 28.777 297 0.000 3.59 3.46 3.75 5, 237 8.415 0.000 How much do you think the lack of trained educators affects the success of educational rehabilitation programs for students with intellectual disabilities? 56.925 297 0.000 2.00671 1.9373 2.0761 5, 237 35.47 0.000 How significant do you think financial constraints are in limiting the effectiveness of rehabilitation programs in Saudi Arabia? 28.129 297 0.000 2.17450 2.0224 2.3266 5, 237 7.78 0.000 How often do you believe that students with intellectual disabilities face barriers related to physical accessibility in educational settings? 28.129 297 0.000 2.17450 2.0224 2.3266 5, 237 5.78 0.000 How often do you think cultural attitudes towards intellectual disabilities hinder the success of rehabilitation programs? 29.397 297 0.000 2.24161 2.0915 2.3917 5, 237 6.91 0.000 How much do you believe that the lack of awareness among parents about available educational services affects the rehabilitation of students with intellectual disabilities? 55.626 297 0.000 2.05034 1.9778 2.1229 5, 237 10.60 0.000 How much do you think the limited availability of specialised technologies hinders the education of students with intellectual disabilities? 26.394 297 0.000 2.07383 1.9192 2.2285 5, 237 7.97 0.000 How frequently do you believe that the lack of a comprehensive policy framework for intellectual disability education creates barriers in Saudi Arabia? 26.724 297 0.000 2.09396 1.9398 2.2482 5, 237 8.58 0.000 How significant is the issue of social stigma in preventing the full participation of students with intellectual disabilities in educational programs? 27.867 297 0.000 2.16107 2.0085 2.3137 5, 237 6.63 0.000 How much do you think the lack of collaboration between schools and rehabilitation centres affects the educational outcomes of students with intellectual disabilities? 27.257 297 0.000 2.13423 1.9801 2.2883 5, 237 8.68 0.000 How effective are the current educational rehabilitation programs for students with intellectual disabilities? 26.724 297 0.000 2.09396 1.9398 2.2482 5, 237 5.37 0.000 How likely are you to support the implementation of personalised learning plans for students with intellectual disabilities? 51.56 242 0.000 3.59 3.45 3.73 5, 237 495.25 0.000 How effective do you believe using assistive technologies (e.g., speech-to-text, interactive learning tools) could be in supporting students with intellectual disabilities? 49.58 242 0.000 3.47 3.33 3.61 5, 237 6.21 0.000 How interested are you in integrating virtual learning environments to support students with intellectual disabilities? 47.52 242 0.000 3.26 3.12 3.39 5, 237 2.30 0.000 How confident are you in the potential of collaborative approaches involving schools, families, and communities to improve rehabilitation for students with intellectual disabilities? 50.05 242 0.000 3.47 3.33 3.61 5, 237 10.3 0.000 How important do you think training teachers in innovative teaching strategies (e.g., Universal Design for Learning) is for educating students with intellectual disabilities? 50.36 242 0.000 3.62 3.48 3.76 5, 237 12.8 0.000 How likely do you think the introduction of specialised educational apps and games will be in the rehabilitation of students with intellectual disabilities? 46.93 242 0.000 3.71 3.56 3.87 5, 237 11.18 0.000 How beneficial do you think offering parent support and education programs will be in improving the rehabilitation outcomes of students with intellectual disabilities? 48.11 242 0.000 3.62 3.47 3.77 5, 237 13.58 0.000 How well do you think including job readiness training in rehabilitation programs will support the transition of students with intellectual disabilities into the workforce? 49.24 242 0.000 3.49 3.36 3.64 5, 237 7.39 0.000 How optimistic are you about the future of educational rehabilitation for students with intellectual disabilities in Saudi Arabia? 45.68 242 0.000 3.40 3.26 3.55 5, 237 9.78 0.000 How likely do you think it is that innovations in artificial intelligence (AI) and machine learning will improve educational rehabilitation for students with intellectual disabilities? 51.89 242 0.000 3.63 3.49 3.77 5, 237 6.199 0.000 (Mean Difference = M. D, Confidence Interval of the Difference = C. LD, Sig. (2-tailed), p 3 3.5 Key Findings and Significant Differences Multiple findings from this analysis revealed significant variation among groups across multiple essential assessment areas. The survey showed that administrative staff better understood rehabilitation programs than classroom educators and support staff. The administrative staff proved themselves to be program experts, yet classroom educators demonstrated less knowledge of available resources. Better communication methods need to be implemented to create a standardised understanding among all educational staff about supporting students with intellectual disabilities. Rehabilitation programs operating within both settings showed substantial differences in their effectiveness. Education professionals concurred on the programs' potential, though they expressed varying confidence in their execution. The practical educational results of these programs raised doubts among educators about their ability to produce lasting student achievement. These programs demonstrate good intentions, yet their execution seems unable to realize their full potential due to barriers to practical implementation and deficient support structures. Educational professionals show lower confidence than administrators and stakeholders regarding the success of rehabilitation programs, according to Table 4 findings. Descriptions of teacher confidence within rehabilitation program delivery became a fundamental issue investigated during this research. Statistical testing demonstrated significant variations in teachers' confidence in using these educational programs at their schools. The contrasting perspectives demonstrate why developing specific professional development strategies is vital to strengthening educators' readiness and self-assurance in teaching educational rehabilitation. 3.5.1 Perceptions of Technology and Innovation Technology use in rehabilitation programs emerged as a point of difference in examining respondents' beliefs between the study groups. The potential of assistive technologies and virtual learning tools received the majority of acknowledgement, yet there was considerable variance among participants in their perceived use and effectiveness. Some respondents, including administrators and stakeholders, predicted that the future inclusion of new technologies would be successful. Still, educators and other participants expressed scepticism about practical use due to resource allocation and training requirements. Educational rehabilitation initiatives utilising artificial intelligence (AI) and machine learning received disparate evaluations from different participants. The study participants recognised numerous advantages of innovations yet expressed doubts about Saudi Arabia's existing educational system's ability to implement this advanced technology base. Educational professionals cautioned about technological learning enhancements because such benefits required sufficient support resources. 3.5.2 Social and Structural Barriers The statistical breakdown of the data provided information on how social stigma affects the success of rehabilitation programs. The study participants gave different responses after being asked about how social stigma impacts the integration of students with intellectual disabilities in mainstream schools. Teaching staff, alongside school administrators with direct program involvement, indicated that social stigma effectively halted inclusive efforts. A divergent view emerged among stakeholders who perceived social stigma as less significant than those responsible for student education. This indicates role-related differences in evaluating inclusion barriers for students with intellectual disabilities. The research suggests the urgent need for sustained educational initiatives that combat social stigma toward students with intellectual disabilities while creating classrooms that actively promote student inclusion. The statistical breakdown reveals crucial insight into why educational tutors and parents should unite their efforts to remove societal and institutional barriers to full student integration. 3.5.3 Family Involvement and Collaboration with Other Sectors Family participation in educational rehabilitation emerged as a central theme following this assessment. All social groups acknowledged family participation in education, yet registered divergent assessments about current implementation levels. As Table 4 shows, specialised program families testified that their contributions to educational rehabilitation were not recognised, even though their participation in student outcomes was essential. Educators and administrators highlighted that improved teamwork between schools and parents would enable an integrated strategy to enhance student support. The success of rehabilitation programs depends heavily on active collaboration among educational administrators, healthcare providers, and social services professionals. Many administrative respondents acknowledged the advantages of cross-sectoral partnerships but noted challenges in operational coordination across sectors. Several education professionals and stakeholders maintained that better infrastructure for inter-sectoral collaboration would improve the results of rehabilitation services. The analytical results from One-Way ANOVA and T-tests reveal key findings regarding students' perceptions of Saudi Arabian educational rehabilitation programs for intellectual disabilities. Responses from multiple groups showed significant differences, highlighting key considerations. The program needs better communication about awareness, and teachers require better preparation to address limited resources and confront social stigma. Technology, alongside family engagement and cross-departmental collaboration, proved crucial to enhancing the performance of rehabilitation initiatives. Table 4 's results support previous findings and provide essential instructions for policymakers and educators to improve intellectual disability education programs. 4. Discussion Results show that survey IDs 1–3 exhibit reliable internal consistency, with Cronbach's alpha coefficients ranging from 0.836 to 0.856, strongly supporting the assessment tool's reliability. [ 35 ] established that special education research requires reliable and valid measurement tools to study perceptual elements and barriers alongside innovative practices. The questionnaire demonstrates robust performance in evaluating awareness factors and obstacles and creative educational approaches explicitly targeting students with intellectual disabilities across Saudi educational settings because of its strong internal scales consistency measurement results. The measurement tool maintains reliability, which agrees with [ 36 ] recommendation to conduct rigorous intervention evaluations before implementing them in multiple learning environments. Research findings by [ 37 , 38 ] support the main barrier described as inadequate infrastructure and insufficiently trained educators, which pose challenges for the proper implementation of educational rehabilitation. Survey items measuring resource investment and training support yielded poor assessment results (Q2 and Q3 below 3.40), indicating a critical need for systemic reform to address existing resource inadequacies. According to [ 39 , 40 ], Saudi Arabia faces comparable education challenges through the distribution of financial resources and access to educational rehabilitation programs. The study data indicates younger participants aged 35–44 displayed higher levels of involvement than older respondents (≥ 50 years), which is in line with findings from [ 41 , 42 ] about inclusive education acceptance. Educational professionals who are younger in their careers possibly accept new teaching approaches because recent educational technologies and educational methods expose them to innovative educational practices. Professional development needs to target experienced teachers, specifically in the BPS-17 category, because of their low perception levels, as [ 43 ] noted when they investigated inclusive education teacher preparedness. This research demonstrates that modern methods encompassing assistive technology with individualised learning plans and joint approaches show great promise for educational rehabilitation. The findings echo worldwide observations documented by [ 44 , 45 ] about the academic benefits of speech-to-text applications, virtual learning environments, and augmented reality tools for intellectually disabled students. Educational research shows that combining AR-based initiatives with gamification programming significantly improved student learning achievements and engagement levels [ 46 , 47 ]. This study validates findings by [ 48 , 49 ], showing better learning results for students with disabilities when their teachers effectively integrate digital technology into pedagogical practices. Although progress has been made, researchers have identified crucial obstacles preventing the full utilisation of these technical capabilities. Research participants stressed the importance of formal teacher training sessions, such as [ 50 ], who demanded comprehensive training in digital tools for educators to maximize benefits. The study's findings about emerging technological innovations in educational rehabilitation receive support through [ 51 , 52 ] discussion of the potential of artificial intelligence (AI) for creating personalised learning outcomes. This research illustrates how educational rehabilitation succeeds through multi-partner collaboration between families, institutions, and communities to eliminate educational obstacles. According to [ 53 , 54 ], students with intellectual disabilities experience better results when family engagement remains key to their academic success. Study participants confirmed the existence of cultural stigma together with inadequate policy frameworks as substantial obstacles to disability-inclusive education, according to [ 55 ], who requested legislative changes for Saudi Arabian educational access equity. Studies like this one confirm the findings of [ 56 ] regarding financial limitations that pose significant challenges for maintaining special education programs. The research data reveal significant demographic changes, including greater female enrollment and younger participants, indicating an evolving educational rehabilitation landscape across Saudi Arabia. [ 57 , 58 ] research confirmed rising female participation coupled with younger-generation recruitment among caregivers and educators. Higher-level degree attainment, such as a PhD, shows a meaningful relationship with supportive perspectives of rehabilitation programs, according to [ 59 , 60 ], while confirming the essential part that educated professionals play in fostering inclusive education views. Further research must focus on developing specific policies to bridge these research gaps while promoting multifaceted societal partnerships. Research by [ 61 , 62 ] demonstrates that focusing on culturally sensitive interventions and localised training programs delivers superior results for educational rehabilitation activities. The combination of artificial intelligence adaptive learning platforms and augmented reality teaching resources demonstrates strong potential to provide specialised academic accommodation for students with intellectual disabilities. Future research needs to undertake extended studies about how these interventions affect students through time and assess their potential for wide-scale use in different educational environments. Research data reveal the essential need to overcome educational obstacles when supporting the scholarly rehabilitation of students with intellectual disabilities in Saudi Arabia's educational system. Assistive technologies, combined with collaborative work methods and policy improvements, enable the bridging of identified study gaps and the overcoming of related challenges. Recent studies led by [ 63 , 64 ] show a successful educational rehabilitation program requires combining technological infrastructure with pedagogical methods and social components. The research demands immediate action from policymakers, educators, and researchers working together to develop inclusive educational spaces that serve all learners. 4.1 Study Strength This study demonstrates methodological excellence through its dual qualitative and quantitative framework, creating an all-encompassing view of educational rehabilitation policies for students with intellectual disabilities in Saudi Arabia. The reliability of survey instruments reaches very high levels due to Cronbach's alpha scores found between 0.836 and 0.856 across all scales. The methodology ensures that the obtained data maintains both validity and dependability standards. The research included participants from various educational perspectives, including educators, administrators, and stakeholders, thereby providing an exhaustive examination of rehabilitation perspectives. Significant differences emerged across groups after conducting One-Way ANOVA and T-tests, strengthening the results. Results demonstrate solid reliability, as ANOVA yielded p-values below 0.05 and T-tests reached statistical significance at 0.000. The study demonstrates excellent foresight, as participants expressed robust enthusiasm for innovative methods that combine artificial intelligence with virtual learning modules. Combining analysis of barriers with discussions of innovative approaches establishes significant findings about barriers to educational rehabilitation, particularly by highlighting social stigma as a major problem. This study's potential influence on policy and practice in Saudi Arabia's special education field becomes clear through its specific recommendations for continued research about instructor training, resource planning, and technological integration. 4.2 Study limitations Several critical restrictions smooth the path of analysis. The study predominantly used survey data that remains valuable yet vulnerable to response distortions caused by participant biases for both social desirability and self-reporting methods. Because most participants selected a female gender identity and many others blocked gender disclosure during the study, this limitation limits our ability to generalize the findings beyond female student groups. Without consulting students who have intellectual disabilities, the study failed to grasp their genuine views about educational rehabilitation experiences. The survey data collection was limited by its cross-sectional design, which examines only a single moment and thus allows researchers to see participants' opinions but does not capture potential long-term changes. The study outlined barriers to educational rehabilitation but failed to thoroughly investigate how regional settings and local contexts affect both perceptions and experiences of rehabilitation programs. The study outlined essential barriers but did not thoroughly examine implementation obstacles that educational settings encounter during their transition to new technologies. The tiny sample information might weaken certain analytical conclusions due to small group sizes among participants between 26 and 35 years old. Future research using more extensive and more widely representative samples will enhance the study's results. 5. Conclusion The research analysed educational rehabilitation programs in depth to reveal their strengths and weaknesses. The study demonstrated strong reliability of the survey instruments used, with Cronbach's alpha values indicating high internal consistency: The survey instruments demonstrated dependable measurement quality, as ID 1 (Awareness and Perception) produced a 0.856 score, and ID 2 (Barriers to Effective Educational Rehabilitation) had a 0.849 score, while ID 3 (Innovations and Future Directions) measured 0.836. A positive outlook emerged from the survey responses, as participants accepted the educational rehabilitation statements, as evidenced by their average consensus score of 3.522. Group results indicated that 30.6% of participants agreed with Question 5, which received the highest response rate, whereas Questions 11 and 13 received the lowest response rates at 5.3%. Statistical analysis showed robust evidence of perception variations between different participant groups, where the results indicated substantial F-values between 5.1 and 495.25, and all p-values remained below 0.05. The analysis revealed significant variations between the ratings of educators and administrators, particularly in domains covering family engagement, teacher preparation, and technology implementation. The T-test analysis showed substantial differences between the participant groups, with reported p-values of 0.000, indicating that administrators showed greater awareness of rehabilitation programs than educators, who expressed lower confidence in their effectiveness. The issue of social stigma emerged as a primary barrier, according to teachers and administrators. At the same time, stakeholders viewed its significance differently, so additional work must focus on social obstacles within academic environments. Although stakeholders supported the implementation of AI alongside virtual learning platforms, practising educators expressed hesitation due to funding challenges and a lack of technological expertise. Educational rehabilitation programs receive primarily positive feedback from stakeholders, although professional training of teachers, combined with sufficient technological integration and budget allocation, must be established. Research should next examine teacher-specific obstacles to progress, along with practical assessments of creative methods and social stigma solutions, to enhance student outcomes with intellectual disabilities in Saudi Arabia. Declarations 1. Clinical Trial Registration Clinical trial number: not applicable. 2. Funding Declaration This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. 3. Human Ethics and Consent to Participate Written informed consent was obtained from all participants or their legal guardians prior to participation in the study. Participation was voluntary, and confidentiality was strictly maintained. 4. Ethics Approval Ethical approval for this study was obtained from the Standing Committee of Bioethics Research at Prince Sattam bin Abdulaziz University (Approval No: SCBR-619/2025). The study was conducted in accordance with the approved protocol and relevant ethical guidelines and regulations 5. Data Availability Declaration All data generated or analysed during this study are included in this manuscript. Additional data supporting the findings of this study are available from the corresponding author upon reasonable request. 6. Competing Interests / Conflict of Interest The authors declare that they have no competing interests. 7. Declaration of generative AI tool/services in the writing process During the preparation of this work, the author(s) used Grammarly (Write with generative AI) in order to improve grammar and make the sentences more readable. After using this tool/service, the author reviewed and edited the content as needed and takes full responsibility for the content of the publication. We confirm that all AI-assisted content was thoroughly reviewed, verified, and revised by the authors to ensure accuracy, originality, and adherence to the journal's standards. The intellectual content, research findings, and conclusions remain entirely our own. 8. 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Inclusive education in higher education: challenges and opportunities, Postsecondary educational opportunities for students with special education needs , pp. 3–17, 2019. Kovaleski JF, VanDerHeyden AM, Runge TJ, Zirkel PA, Shapiro ES. The RTI approach to evaluating learning disabilities. Guilford; 2022. Macnamara BN, Burgoyne AP. Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices. Psychol Bull. 2023;149:3–4. Boland G, de Paor E, Guerin S. Living in localities: The factors that influence the social inclusion in neighborhoods of adults with intellectual disability. A systematic scoping review, Inclusion , vol. 11, no. 1, pp. 55–77, 2023. Wu Y, Brettle A, Zhou C, Ou J, Wang Y, Wang S. Do educational interventions aimed at nurses to support the implementation of evidence-based practice improve patient outcomes? A systematic review. Nurse Educ Today. 2018;70:109–14. Liberman RP. Recovery from disability: Manual of psychiatric rehabilitation. American Psychiatric Pub; 2009. Chalkiadakis A, et al. Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities. Educ Sci. 2024;14(11):1223. Bowen JA. Teaching naked: How moving technology out of your college classroom will improve student learning. Wiley; 2012. King G, Williams L, Hahn Goldberg S. Family-oriented services in pediatric rehabilitation: a scoping review and framework to promote parent and family wellness. Child Care Health Dev. 2017;43(3):334–47. Ford J. Educating students with learning disabilities in inclusive classrooms. Electron J Incl Educ. 2013;3(1):2. Bryman A, Cramer D. Quantitative data analysis with SPSS 12 and 13: A guide for social scientists. Routledge; 2004. Rumrill PD Jr, Cook BG, Stevenson NA. Research in special education: Designs, methods, and applications, 2020. Riley-Tillman TC, Burns MK, Kilgus S. Evaluating educational interventions: Single-case design for measuring response to intervention. Guilford; 2020. Morris LD, Grimmer KA, Twizeyemariya A, Coetzee M, Leibbrandt DC, Louw QA. Health system challenges affecting rehabilitation services in South Africa. Disabil Rehabil. 2021;43(6):877–83. Adewumi TM, Mosito C. Experiences of teachers in implementing inclusion of learners with special education needs in selected Fort Beaufort District primary schools, South Africa. Cogent Educ. 2019;6(1):1703446. Alabdulaziz MSR. Overview of the education system in the Kingdom of Saudi Arabia. Int J Inform Technol (IJIT). 2019;5(2):1–12. Quamar MM. Education system in Saudi Arabia: Of change and reforms. Springer; 2020. Paseka A, Schwab S. Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. Eur J special needs Educ. 2020;35(2):254–72. Ewing DL, Monsen JJ, Kielblock S. Teachers’ attitudes towards inclusive education: a critical review of published questionnaires. Educational Psychol Pract. 2018;34(2):150–65. Singh AK, Rind IA, Sabur Z. Continuous professional development of school teachers: Experiences of Bangladesh, India, and Pakistan. Handbook of education systems in South Asia. Springer; 2021. pp. 1355–80. Zaugg T, FUTURE INNOVATIONS FOR ASSISTIVE TECHNOLOGY AND UNIVERSAL DESIGN FOR, LEARNING. Assistive Technology and Universal Design for Learning: Toolkits for Inclusive Instruction , vol. 1, p. 275, 2024. Yenduri G, et al. From assistive technologies to metaverse—Technologies in inclusive higher education for students with specific learning difficulties: A review. IEEE access. 2023;11:64907–27. Lampropoulos G, Keramopoulos E, Diamantaras K, Evangelidis G. Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies, applied sciences , vol. 12, no. 13, p. 6809, 2022. Çelik F, Yangın Ersanlı C. The use of augmented reality in a gamified CLIL lesson and students’ achievements and attitudes: a quasi-experimental study. Smart Learn Environ. 2022;9(1):30. Mohamed AHH. Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study. J Res Special Educational Needs. 2018;18(4):278–88. Cheng S-C, Lai C-L. Facilitating learning for students with special needs: a review of technology-supported special education studies. J computers Educ. 2020;7(2):131–53. Amhag L, Hellström L, Stigmar M. Teacher educators' use of digital tools and needs for digital competence in higher education. J Digit Learn Teacher Educ. 2019;35(4):203–20. Tapalova O, Zhiyenbayeva N. Artificial intelligence in education: AIEd for personalised learning pathways. Electron J e-Learning. 2022;20(5):639–53. Yılmaz Ö. Personalised learning and artificial intelligence in science education: current state and future perspectives, Educational Technology Quarterly , vol. 2024, no. 3, pp. 255–274, 2024. Avnet M, Makara D, Larwin KH, Erickson M. The Impact of Parental Involvement and Education on Academic Achievement in Elementary School. Int J Evaluation Res Educ. 2019;8(3):476–83. Francis GL, Duke J, Brigham FJ, Demetro K. Student perceptions of college-readiness, college services and supports, and family involvement in college: An exploratory study. J Autism Dev Disord. 2018;48:3573–85. Barry A. Equal Opportunity in Education and Employment in Saudi Arabia: Heading in the Right Direction but Challenges Remain. Educational Plann. 2021;28(1):7–21. Billingsley B, Bettini E. Special education teacher attrition and retention: A review of the literature. Rev Educ Res. 2019;89(5):697–744. Subramaniam A, Mehta KK. Exploring the Lived Experiences of Caregiving for Older Family Members by Young Caregivers in Singapore: Transition, Trials, and Tribulations. Int J Environ Res Public Health. 2024;21(2):182. Norris AC. The Social and Emotional Experiences of Gen Z Who Are Caring For An. Older Family Member, Walden University; 2023. Pit-ten Cate IM, Markova M, Krischler M, Krolak-Schwerdt S. Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into Learn Disabil. 2018;15(1):49–63. Demchenko I, Maksymchuk B, Bilan V, Maksymchuk I, Kalynovska I. Training future physical education teachers for professional activities under the conditions of inclusive education. BRAIN Broad Res Artif Intell Neurosci. 2021;12(3):191–213. Hyter YD, Salas-Provance MB. Culturally responsive practices in speech, language, and hearing sciences. Plural Publishing; 2021. Zaree A et al. Cardiac rehabilitation in the modern era: optimizing recovery and reducing recurrence, Cureus , vol. 15, no. 9, 2023. Miranda J, et al. The core components of education 4.0 in higher education: Three case studies in engineering education. Comput Electr Eng. 2021;93:107278. Rasheed RA, Kamsin A, Abdullah NA. Challenges in the online component of blended learning: A systematic review. Comput Educ. 2020;144:103701. Additional Declarations No competing interests reported. Supplementary Files SupplimentrayFile.docx Cite Share Download PDF Status: Under Revision Version 1 posted Editorial decision: Revision requested 13 Apr, 2026 Reviews received at journal 25 Mar, 2026 Reviewers agreed at journal 25 Mar, 2026 Reviews received at journal 18 Mar, 2026 Reviewers agreed at journal 18 Mar, 2026 Reviewers invited by journal 18 Mar, 2026 Editor invited by journal 20 Feb, 2026 Editor assigned by journal 30 Jan, 2026 Submission checks completed at journal 30 Jan, 2026 First submitted to journal 29 Jan, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8736173","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":608330466,"identity":"9a7b9c8e-39cb-4cf3-81b0-d9e02c5a767d","order_by":0,"name":"Mubarak Saad Aldosari","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAklEQVRIiWNgGAWjYFACHiAuYAYzD3yAikkQ1mIA0XJwBslamHmI0aI7I/cAww8Dazn59rMPD9vuqJM3OMB88DYPQ508Li1mN/ISGHsM0o0NzqQbHM49c9hwwwG2ZGsehsOGDTi15Bgw8BgcTtzAkMZwOLftAOOGAzxm0jwMBxjxaWH8A9Qyv/8Zw2HLtjr7DQf4vwG11Nnj08IMsqXhBtAWxjbmRKAtbEAtzIk4tZx5l3BYBuSXG88YDvaeOZw88zCbseUcg8PJOLUczz348E0FMMT605g//NxRZ9t3vPnhjTcVdba4tIDAATgL7GVwHBngUY8CcIbSKBgFo2AUjGgAAD/zWKIaStRHAAAAAElFTkSuQmCC","orcid":"","institution":"Prince Sattam bin Abdulaziz University","correspondingAuthor":true,"prefix":"","firstName":"Mubarak","middleName":"Saad","lastName":"Aldosari","suffix":""}],"badges":[],"createdAt":"2026-01-30 02:23:23","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8736173/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8736173/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":105150124,"identity":"cacd3ed9-a7d0-41de-8ae9-ce3bc44affbb","added_by":"auto","created_at":"2026-03-22 15:00:28","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":86071,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003e(A).\u003c/strong\u003e Demographic details of participants' teachers\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e(B).\u003c/strong\u003e Demographic details of the participants' students\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-8736173/v1/10ee30a8bb693866ddfdbeca.png"},{"id":105563319,"identity":"cdd659ff-8301-4b54-8364-c11e9b33e4c7","added_by":"auto","created_at":"2026-03-27 12:46:42","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":2411188,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8736173/v1/d115bf8f-eefa-4523-a959-ba8e65e8f129.pdf"},{"id":105150125,"identity":"e6c97e55-5373-4f09-8ded-a7143b18e57a","added_by":"auto","created_at":"2026-03-22 15:00:28","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":22881,"visible":true,"origin":"","legend":"","description":"","filename":"SupplimentrayFile.docx","url":"https://assets-eu.researchsquare.com/files/rs-8736173/v1/758d3b1d345ef7ce08199f6b.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Perceptions, Challenges, and Innovations in Educational Rehabilitation for Students with Intellectual Disabilities in Saudi Arabia","fulltext":[{"header":"Highlights","content":"\u003cp\u003e1. The survey instruments showed strong internal consistency with Cronbach's alpha values ranging from 0.836 to 0.856.\u003c/p\u003e\u003cp\u003e2. ANOVA and T-tests revealed significant perception differences among educators, administrators, and stakeholders with F-values ranging from 5.1 to 495.25 and p\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e\u003cp\u003e3. Social stigma and resource constraints were identified as key barriers to effective educational rehabilitation.\u003c/p\u003e\u003cp\u003e4. A substantial 43.3% of participants expressed interest in innovative methods like augmented reality and virtual classrooms.\u003c/p\u003e\u003cp\u003e5. Despite positive overall views with a mean score of 3.522, improvements are needed in teacher training, resource allocation, and addressing social stigma.\u003c/p\u003e"},{"header":"1. Introduction","content":"\u003cp\u003eLearning disability, a term often used to describe difficulties in learning, is Part of a group of disorders known as intellectual disabilities (ID). These deficits affect a person's cognitive abilities, memory, knowledge, and social skills. Intellectual impairment is generally characterized by an intelligence quotient (IQ) below 70 and limitations in adaptive behavior, which refers to a child's ability to perform everyday tasks that require reasoning, judgment, and motor skills [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. They can be mild, moderate, severe, or profound, and individuals with ID, therefore, need different degrees of assistance. The study of the prevalence of ID in Saudi Arabia is essential, but it has not been studied much. According to the findings, the prevalence of some IDs in Saudi Arabia ranges between 1% and 3% of the population. That said, we may be underestimating the number, given the challenges of identifying and diagnosing such cases, let alone developing rural or underserved settings. Ultimately, as the population and knowledge about the necessity of prevention increased, people became more attentive to the development and improvement of diagnostic means and healthcare services for patients with intellectual disabilities.\u003c/p\u003e \u003cp\u003eEducation, or lack of it, remains a fundamental human right on which many other rights for persons with intellectual disability hinge in their quest for better lives. To students with learning disabilities, learning is valuable not only as academic content but also for social purposes, the development of life skills, and self-reliance [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. Every child with intellectual disabilities should have the chance to develop the necessary skills that can be provided in the process of education to have a happy, independent life. Among them are communication, social, problem-solving, and vocational skills for employment, as well as personal and social adjustment [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e]. In addition, education for students with ID plays a significant role in reducing prejudice and enhancing the diversification of opportunities for everyone. This passivity enables students from these backgrounds to learn meaningfully in relation not only to other students but also to teachers and other individuals in the community. As a result, efforts should be made to identify and address these students' needs so they can cope successfully in the classroom and with social interactions.\u003c/p\u003e \u003cp\u003eEducational rehabilitation for learners with intellectual disabilities entails intervention services and support to ensure they are fully supported and optimised in their learning styles in class and other aspects of their lives [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. This rehabilitation process usually involves IEPs, teaching methods, technology aids, speech therapists, and psychological support [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. The main goal of educational rehabilitation is to bring the child to the level that society expects them to be in terms of learning capacity [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. Since the educational process is individualised to reconstruct the skills and abilities of every learner, educational rehabilitation guarantees these students all the chances to succeed at school [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. Besides, this process also becomes an academic skill, a social skill, an emotional regulation skill, and an independent living skill for those students, which is also essential for the student\u0026rsquo;s future survival [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eHence, the educational rehabilitation for students with intellectual disabilities in Saudi Arabia has not lain down entirely without several challenges [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e], as follows: The lack of resources, specifically teacher training, is still one of the biggest impediments that learners face [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Due to the scarcity of expertise among teachers in teaching students with learning disabilities, there are ensuing deficits in the quality of education [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. Moreover, the required specialised equipment, cf. occupational therapy equipment, specialised facilities, and assistive technologies for disabled students are scarce in schools and more or less inaccessible to rural disabled students, raising questions on quality education for intellectually disabled students [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Students with ID also face cultural stigma and societal misconceptions about ID, hence, limited educational chances for these students [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. The failure of the U.S. schools compounds these problems, and the health care delivery system and social service agencies need to be a connected system of support and intervention [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Thus, most students with ID do not attend special schools to receive desirable individual focus, promoting learner-low productivity, social exclusion, and restricted life chances for students and families [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Since the above gaps are the primary considerations of this study, their adverse effects are severe, as they impede the advancement of a fair learning environment for all learners [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eOne of the current areas of research in Saudi Arabia is preparing educational rehabilitation for students with intellectual disabilities, and few research articles focus on this issue [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e]. Much of the literature research concerns general provisions for special or inclusive education [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e]. It does not include a specific assessment of how to apply these provisions to students with intellectual disabilities [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. Furthermore, impact studies are scarce in investigating the effectiveness of education intervention over the best years, especially concerning academic and social outputs [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. The current literature also has a bias towards studies that explore the experiences of students with intellectual disabilities in the urban context, not the rural and remote zones [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. Thus, increased research on the dissemination of EBPs and interventions for this population is necessary [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. The research to be conducted includes identifying how technology affects instruction, teacher preparation, and the incorporation of culture into instruction.\u003c/p\u003e \u003cp\u003eExposing the existing deficits in educational rehabilitation calls for ideas that are relevant and compatible with students with intellectual disabilities' learning abilities [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Due to technological developments, AR, VR, and special devices are promising approaches for individualised learning [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. These technologies can enhance the quality of learning experiences, making them better, more appealing to students, and more effective, while enabling students to understand them better [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. Also, changes in how incentives for teachers and professionals are established through teacher training and professional development, as well as through online forums and inclusive Practices, are crucial to preparing teachers to serve students with disabilities. In addition, school, health service, and family involvement are brought into direct focus for community-based interventions as Part of educational rehabilitation solutions [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. When applied in the educational system, these strategies help foster teaching and learning for students with intellectual disabilities in a more inclusive environment [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis study aims to identify the roles of educational rehabilitation for learners with intellectual disabilities in Saudi Arabia and the impact of interventions used for learning, such as technology, classroom inclusion, and community learning. This paper seeks to establish the challenges to learning faced by students with intellectual disability and to explore ways to address them. This research is helpful, as the information gathered in this study will augment the existing knowledge base on educational rehabilitation, especially in Saudi Arabia, and educate educators, policymakers, and service providers about the most suitable strategies for supporting students with intellectual disabilities. In addition, the study will focus on incorporating technological advancements that are likely to enhance these students' learning experiences. The results will inform the development of policies and programs that should direct students toward integration in school and guarantee equal educational rights for learners with disabilities. The population of interest for this research includes the areas specific to Saudi Arabia, primary and post-secondary education, with an emphasis on urban and rural schools offering Special education services for students. A possible source of bias may be the nature, availability, and willingness of schools or families to participate, particularly in rural settings with low special education enrolment. However, limitations inherent in cross-cultural and cross-language research may hamper the study's ability to obtain data and, even when collected, to interpret them adequately.\u003c/p\u003e"},{"header":"2. Methodology","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Participants\u003c/h2\u003e \u003cp\u003eParticipants for this study were selected based on specific criteria to ensure relevance and representativeness. For students, inclusion criteria included being diagnosed with an intellectual disability and currently enrolled in a special education program in Saudi Arabia. Teachers were selected based on their experience and expertise in special education. The study included 298 participants, comprising teachers and students. The respondents consisted of both male and female students, aged between 18 and 60 years, diagnosed with varying degrees of intellectual disabilities. The educator sample included male and female teachers with at least 6 years of experience in special education. Demographic information, including age, gender, educational background, and years of experience, was collected from all participants to ensure the sample's diversity and representativeness.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Quantitative Data Collection\u003c/h2\u003e \u003cp\u003eQuantitative questionnaires were used to collect numerical data on the corresponding participants' age, qualifications, experience, and perceptions of the current education system. It included Likert-scale items (ranging from 1 to 5, where 1\u0026thinsp;=\u0026thinsp;strongly agree and 5\u0026thinsp;=\u0026thinsp;neutral). These questionnaire items were based on a Likert scale, including satisfaction with the curriculum, training, and resources. The current study used an online self-administered questionnaire to assess their age and mental processing power. The student survey comprised the same questionnaires with simplified Likert-scale items (ranging from 1 to 5, where 1\u0026thinsp;=\u0026thinsp;strongly agree and 5\u0026thinsp;=\u0026thinsp;neutral). Where required, assisting students involved caregivers or teachers in completing the survey. The surveys were carried out online and on paper, depending on the situation.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Statistical Data Analysis\u003c/h2\u003e \u003cp\u003eQuantitative data were collected via surveys, and statistical analyses were performed. Descriptive statistics, such as frequencies and percentages, were used to summarise the survey responses. Inferential statistics, such as t-tests and ANOVA, were used to compare groups and assess the significance of any observed differences. The reliability analysis was also conducted using SPSS. SPSS was used to analyze quantitative data. SPSS is a statistical software package that allows for quantitative data analysis, including descriptive statistics and inferential tests [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Excel was also used for essential data management and preliminary analysis. These software tools facilitated the analysis of qualitative and quantitative data, providing a comprehensive understanding of the impact of integrating special education for students with intellectual disabilities in Saudi Arabia.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cp\u003eInternal consistency and reliability of survey instruments were assessed using Cronbach's alpha, which yielded strong results. The test was applied to evaluate three scales: Awareness and Perception of Educational Rehabilitation Programs, Barriers to Effective Educational Rehabilitation, and Innovations and Future Directions in Educational Rehabilitation, each with ten items. The survey instruments exhibited high internal consistency, with Cronbach's alpha ratings of 0.856, 0.849, and 0.836 for each construct. The analysis showed essential patterns in participant responses, which yielded crucial information about Saudi Arabia's educational rehabilitation programs for intellectually disabled students. Demographic and experiential characteristics of participants led to substantial variation in satisfaction levels, as indicated by inferential statistical results from t-tests and ANOVA. All survey items across all scales remained robust, as no item removal led to any improvement in overall alpha values. The results provide essential intelligence on educational rehabilitation challenges, participant perceptions, and potential breakthroughs, establishing a foundation for advancing policy development and program improvement initiatives\u0026mdash;complete statistical outputs are provided in supplementary files (\u003cb\u003eTables S1-S3\u003c/b\u003e) for reference.\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Study Reliability and Consistency of Educational Rehabilitation Scales\u003c/h2\u003e \u003cp\u003eThe study instruments showed high reliability and within-scale agreement, as indicated by favourable Cronbach's alpha results. The test was applied to three separate scales: Awareness and Perception of Educational Rehabilitation Programs (ID 1), Barriers to Effective Educational Rehabilitation (ID 2), and Innovations and Future Directions in Educational Rehabilitation (ID 3). Each scale included 10 components measuring diverse educational rehabilitation elements for Saudi Arabian students with intellectual disabilities. The validity measurement, as assessed by Cronbach's alpha, was strong across the three scales, with scores of 0.856 for ID 1, 0.849 for ID 2, and 0.836 for ID 3. The internal consistency of the survey instruments was high, with dependable reliability coefficients ranging from 0.84 to 0.90, as mentioned in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. For ID 1 (Awareness and Perception of Educational Rehabilitation Programs), Cronbach's alpha was 0.856, indicating excellent consistency among items assessing participants' knowledge, awareness, and satisfaction with educational rehabilitation resources and teacher effectiveness for students with intellectual disabilities. Individual item reliability was also strong (α\u0026thinsp;=\u0026thinsp;0.843\u0026ndash;0.847). Similarly, ID 2 (Barriers to Effective Educational Rehabilitation) demonstrated robust reliability, with a Cronbach's alpha of 0.849. Items addressing key barriers\u0026mdash;such as shortages of well-trained instructors, financial constraints, and physical accessibility challenges within Saudi Arabian educational settings\u0026mdash;showed satisfactory internal consistency (α\u0026thinsp;=\u0026thinsp;0.838\u0026ndash;0.843). Overall, both scales reliably captured perceptions of program effectiveness and the barriers influencing educational rehabilitation outcomes.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCronbach's alpha test analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIDs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItem\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCronbach's Alpha\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCronbach's Alpha if Item Deleted\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eID 1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003eAwareness and Perception of Educational Rehabilitation Programs\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.843\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.844\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow effective are the current educational rehabilitation programs for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.847\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTo what extent do you think educational rehabilitation programs address the needs of students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.843\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow important do you believe it is to integrate innovative approaches in rehabilitating students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.856\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.835\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow confident are you in the ability of teachers to provide effective educational rehabilitation for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.837\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow satisfied are you with the availability of resources for educating students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.836\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow well do you think educational rehabilitation programs support the long-term development of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.849\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow often do you believe educational institutions in Saudi Arabia collaborate with other sectors (e.g., healthcare and social services) to support students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.848\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow important is it for educational institutions to involve families in the rehabilitation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.839\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eID 2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eBarriers to Effective Educational Rehabilitation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow much do you think the lack of trained educators affects the success of educational rehabilitation programs for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.843\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow significant do you think financial constraints are in limiting the effectiveness of rehabilitation programs in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.838\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow often do you believe that students with intellectual disabilities face barriers related to physical accessibility in educational settings?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.836\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow often do you think cultural attitudes towards intellectual disabilities hinder the success of rehabilitation programs?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.849\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.831\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow much do you believe that the lack of awareness among parents about available educational services affects the rehabilitation of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.825\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow much do you think the limited availability of specialised technologies hinders the education of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.826\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow frequently do you believe that the lack of a comprehensive policy framework for intellectual disability education creates barriers in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.827\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow significant is the issue of social stigma in preventing the full participation of students with intellectual disabilities in educational programs?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.844\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow much do you think the lack of collaboration between schools and rehabilitation centres affects the educational outcomes of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.841\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow effective are the current educational rehabilitation programs for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.833\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eID 3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003e\u003cb\u003eInnovations and Future Directions in Educational Rehabilitation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow likely are you to support the implementation of personalised learning plans for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.817\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow effective do you believe using assistive technologies (e.g., speech-to-text, interactive learning tools) could be in supporting students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.828\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow interested are you in integrating virtual learning environments to support students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.839\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow confident are you in the potential of collaborative approaches involving schools, families, and communities to improve rehabilitation for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.836\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.819\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow important do you think training teachers in innovative teaching strategies (e.g., Universal Design for Learning) is for educating students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.811\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow likely do you think introducing specialised educational apps and games will help rehabilitate students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.813\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow beneficial do you think offering parent support and education programs will improve the rehabilitation outcomes of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.827\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow well do you think including job readiness training in rehabilitation programs will support transitioning students with intellectual disabilities into the workforce?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.812\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow optimistic are you about the future of educational rehabilitation for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.825\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ 30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHow likely do you think it is that innovations in artificial intelligence (AI) and machine learning will improve educational rehabilitation for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.816\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe survey instruments demonstrated high reliability across all three assessment scales, with item-specific Cronbach's alpha values ranging from 0.817 to 0.856. ID 1 (Awareness and Perception of Educational Rehabilitation Programs) showed the highest reliability, indicating consistent measurement of participants' understanding of educational programs. ID 2 (Barriers to Effective Educational Rehabilitation) effectively captured critical obstacles, including physical, social, and institutional challenges, with dependable internal consistency (alpha values 0.836\u0026ndash;0.849). ID 3 (Innovations and Future Directions in Educational Rehabilitation) assessed emerging strategies, such as assistive technologies, personalized learning plans, virtual learning environments, and AI integration, and demonstrated robust reliability across its items (alpha values: 0.816\u0026ndash;0.839).\u003c/p\u003e \u003cp\u003eItem analysis indicated that removing any individual question would not improve the overall Cronbach's alpha, confirming strong internal consistency and alignment with the target constructs. Overall, the scales were classified as \"dependable\" with values between 0.84 and 0.90, supporting the survey's reliability in measuring awareness, barriers, and innovative practices in educational rehabilitation. These results validate the study as a trustworthy instrument for evaluating educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia, providing a strong foundation for further research, policy development, and evidence-based interventions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Frequency analysis on the demographic profile of respondents\u003c/h2\u003e \u003cp\u003eResearch findings provide insights into the distribution of survey participants by gender, age, and professional experience categories. Male and female participants followed their gender ratios across all survey questions, with females consistently outnumbering males. 39.5% of female participants responded to survey IDs 1, 2, and 3, with nearly identical responses of 39.3% and 39.2%, respectively. Survey responses across all three tests revealed equal male participation totals at 34.7 per cent to 35.0 per cent. A modest number of respondents who declined to provide gender information participated in survey ID 3, resulting in 22 participants, for a frequency rate of 25.3%. Figure\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e1\u003c/span\u003e\u003cb\u003e(A and B)\u003c/b\u003e demonstrates the importance of specific age cohorts through detailed breakdowns that reveal substantial differences across age ranges.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe 66\u0026ndash;60-year-old adult respondents showed the highest involvement in Survey ID 2, with a 50.0% participation rate, which stood out from their involvement across Survey ID 1 (9.9%) and ID 3 (47.3%). The 18\u0026ndash;25 age group responded more frequently to survey ID 1, contributing 25.5%, even though their responses diminished to 10.2% across surveys ID 2 and ID 3. Survey ID 1 attracts the younger participants because it explores positive educational rehabilitation programs while raising awareness about them. The survey results show participants between the ages of 26 and 35 engaged least frequently throughout all research categories, specifically in Survey ID 2, which received only 7.8% of total responses. This distribution indicates possible difficulties for those aged 26\u0026ndash;35 in participating effectively in educational rehabilitation services or research activities. The distribution of participants' professional experience demonstrates an essential pattern in the figures. Participants who worked in the field for six years or longer produced significantly higher levels of engagement in every survey category. Survey IDs 1 to 3 show that older participants completed these questions more often than less-experienced respondents. Experienced professionals participated more frequently, indicating their expertise or vested interest in the survey topics. Overall analysis (22.2\u0026thinsp;\u0026divide;\u0026thinsp;9\u0026thinsp;=\u0026thinsp;2.47) showed that most participants held unfavourable views of educational rehabilitation programs, with perceptions varying across demographic groups\u003c/p\u003e \u003cp\u003eThe analysis of Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e revealed significant trends in participants' responses to Q1\u0026ndash;Q30 items, measured on a Likert scale ranging from 1 to 5. Participants expressed the strongest affinity for the survey statements by selecting option 4 whenever it was presented as a question on the Likert scale. Question 5 garnered the most responses, with 75 participants (30.6%) choosing it and expressing agreement or strong agreement with the included perceptions or attitudes. Questions 11 and 13 had the fewest participants (13; 5.3%), highlighting areas needing further study. Question 11 showed the strongest agreement, with a mean score of 3.74, 153 responses, and 62.7% agreement, reflecting its relevance to participants\u0026rsquo; experiences. Overall, the weighted average of 3.522 indicates generally positive assessments of the educational rehabilitation program components.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequency analysis of the survey demographic profile of respondents\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eSurveys ID (1\u0026ndash;3)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCumulative Percentage\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003eID 1- Awareness and Perception of Educational Rehabilitation Programs\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eRespondents\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e66.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot prefer to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eQualification\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBS.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM. Phil\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e76.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e74.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrefer not to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u0026ndash;25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e53.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e74.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u0026ndash;45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e81.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e46\u0026ndash;60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e91.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrefer not to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eExperience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-17 (3\u0026ndash;4 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e41.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e41.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-18 (5\u0026ndash;7 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e70.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-19 (8\u0026ndash;10 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eID 2- Barriers to Effective Educational Rehabilitation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003e\u003cb\u003eRespondents\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e66.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI would not prefer to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBS.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e66.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM. Phil\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e74.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrefer not to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u0026ndash;25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u0026ndash;45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e31.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e46\u0026ndash;60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e122\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e81.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrefer not to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e97.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eQualifications\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBS.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e37.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM. Phil\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e96\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e76.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eExperience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-17 (3\u0026ndash;4 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e39.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-18 (5\u0026ndash;7 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e69.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-19 (8\u0026ndash;10 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"7\" nameend=\"c7\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eID 3- Innovations and Future Directions in Educational Rehabilitation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eRespondents\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTeacher\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e53.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e66.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI would not prefer to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eQualification\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBS.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM. Phil\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e66.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e60.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGender\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e35.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e39.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e74.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrefer not to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e18\u0026ndash;25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u0026ndash;45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e38\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e33.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e46\u0026ndash;60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e116\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e47.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e81.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrefer not to mention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eExperience\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-17 (3\u0026ndash;4 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e101\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e41.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e41.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-18 (5\u0026ndash;7 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e72.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBPS-19 (8\u0026ndash;10 years)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e27.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eResponses highlighted participants\u0026rsquo; views on educational rehabilitation program components. Question 25 (ID3) had the highest engagement (129; 43.3%), showing strong interest in innovative approaches, while question 13 (ID2) had the lowest response (13; 5.3%), pointing to areas needing targeted interventions. Overall, findings indicate that educators recognize both challenges and achievements, and the survey effectively captures insights for improving educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Analysis of Participant Responses\u003c/h2\u003e \u003cp\u003eA detailed overview of participant responses emerges through the survey data analysis shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, which documents responses to 30 items from Q1 through Q30. Survey participants used a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) to respond to statements that revealed their perspectives on educational rehabilitation. We found through data analysis that a substantial number of responders chose option 4 (Agree) on most survey items, indicating a generally positive stance toward the items. The data suggest that the questionnaire assessed participants' overall approval of academic concepts and educational methods. Multiple survey questions, specifically Numbers 11 and 13, show disappointing levels of strong agreement. The results showed that only 13 participants (5.3%) strongly agreed with these statements, thereby highlighting unclear aspects that warrant further examination for educational rehabilitative approaches. Survey question 5 received the most widespread positive response, with 75 participants (30.6%) agreeing strongly. A substantial number of participants selected this particular question because it directly corresponded with their personal experiences. The low affirmative response rates for Questions 11 and 13 indicate either participants' perception of irrelevance or confusion about the specific educational rehabilitation aspects those items targeted.\u003c/p\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003e3.3.1 Key Findings on Educational Rehabilitation\u003c/h2\u003e \u003cp\u003eQuestion 11 emerged as one of the study's most commonly accepted items after receiving 153 responses and an overall mean score of 3.74. The data show that participants understood the importance of the subject matter while recognising its relevance to their practical work. The uniformity of participant responses indicates widespread agreement about the educational rehabilitation topics reviewed. The data point from Question 11 serves as an essential benchmark for understanding participants' fundamental views on rehabilitation programs. The weighted average score of 3.522 reflects broad agreement among participants regarding positive evaluations of different parts of educational rehabilitation programs. The respondents' ratings of the educational programs demonstrate favourable agreement, as the average score of 3.522 exceeds the midrange of the five-point Likert scale. The average score aligns with the typical interval and indicates that rehabilitative programs contain issues that may require modifications and specialised interventions to improve performance.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e \u003ch2\u003e3.3.2 Barriers and Innovations in Educational Rehabilitation\u003c/h2\u003e \u003cp\u003eIt becomes clear through ID3 analysis that educators actively seek to implement and explore modern educational rehabilitation strategies. The educational reform approach received the most substantial support, with 129 practising therapists (43.3%) endorsing the need for innovative teaching methods to address educational challenges. The data show that educators are vigorously committed to embracing innovative practices that enhance academic outcomes for learners with disabilities. Program effectiveness requires the essential analysis of innovation, as schools that demonstrate openness to technology will embrace teaching alternatives and educational frameworks to advance their rehabilitative education system. Surveys administered via Question 13 (ID2) showed lower agreement among teachers because only 13 of 246 participants (5.3%) strongly supported the statement about barriers to educational rehabilitation services. The general understanding of rehabilitation barriers exists, but consensus and sophistication in practice regarding their real-life manifestations seem limited. Educator respondents exhibited varied attitudes, likely because they considered the mentioned obstacles unrelated to their teaching environments or found them difficult to describe. The different response patterns indicate that specific training obstacles vary across educational contexts, thus requiring tailored approaches to educational improvement.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section3\"\u003e \u003ch2\u003e3.3.3 Implications for Educational Rehabilitation Programs\u003c/h2\u003e \u003cp\u003eThe survey data reveal a significant understanding of how educators experience educational rehabilitation initiatives daily. Current programs need targeted improvements designed to handle their existing advantages and disadvantages. The assessment of educational rehabilitation yields positive perceptions of its effectiveness, though specific aspects receive somewhat lower ratings, indicating areas for future development. The identified gaps within educational rehabilitation programs demand strategic improvements through expanded training for teacher\u0026rsquo;s resource allocation initiatives, and altered ratios between students and instructors to advance more inclusive educational settings. The extensive interest in bringing innovative educational methods to educational rehabilitation is a significant finding from Question 25. The findings demonstrate that educators are willing to test innovative educational methods, such as augmented reality (AR), virtual classrooms, and individualized learning strategies, for students with intellectual disabilities. Future research focuses on characterizing these innovative approaches that might enable more individualized and successful rehabilitation programs through their development. Data from Question 13 on barriers to teaching students with disabilities indicate that educators need more specialized, practical assistance, as their agreement levels remain lower. Individual experiences and specific educational contexts lead educators to view barriers differently from others in the study. Research needs to explore more deeply which educator challenges remain dominant, so that both particular solutions can be developed and targeted strategies can emerge to counter these obstacles effectively. Educational rehabilitation requires focused solutions because each learning environment presents distinct needs that call for adaptable reform strategies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequency, percentage, and cumulative percentage of Likert scale responses\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSurveys\u003c/p\u003e \u003cp\u003eQuestionnaires\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c8\" namest=\"c2\"\u003e \u003cp\u003eLikert scale [Frequency (percentage, cumulative percentage)]\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eDecision\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eStrongly Agreed\u003c/p\u003e \u003cp\u003e(1)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgreed\u003c/p\u003e \u003cp\u003e(2)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003cp\u003e(3)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eStrongly disagree (4)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003cp\u003e(5)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"10\" nameend=\"c10\" namest=\"c1\"\u003e \u003cp\u003eID 1-Awareness and Perception of Educational Rehabilitation Programs\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e129 (52.7,84.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e33 (13.5, 31.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28 (11.4,18.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16 (6.5, 6.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e37(15.1, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e120 (49.0, 87.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e47 (19.2, 38.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27 (11.1, 18.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e19 (7.8, 7.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (12.2, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e89 (36.3, 90.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e72 (29.4, 53.5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43 (17.6,23.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e14 (5.7, 6.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e24 (9.9, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e111 (45.3, 86.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e57 (23.3, 41.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25 (10.2, 17.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18 (7.3, 7.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e32 (13.1, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 5\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e111 (45.3, 80.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e45 (18.4, 34.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21(8.6, 16.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18 (7.3, 7.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e48(19.6, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e86 (35.1, 69.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e40(16.3, 33.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21(8.6,17.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e21(8.6, 8.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e75(30.6,100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 7\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e97(39.6,76.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e44(18.0,36.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26 (10.6,18.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e18 (7.3, 7.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e58(23.7,100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 8\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e103 (42, 84)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e60 24.5, 41.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22(9.0,16.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e19(7.8,7.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e39(15.9, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 9\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e103(42.0, 85.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e54(22.0, 43.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27(11.0, 21.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24(9.8,9.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e35(14.3, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 10\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e94 (38.4, 77.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e61 (24.9, 39.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20 (8.2,14.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e14 (5.7, 5.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e54 (22.2, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"10\" nameend=\"c10\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eID 2-Barriers to Effective Educational Rehabilitation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 11\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e153 (62.7, 86.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e31(12.7, 23.5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13 (5.3, 10.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e13 (5.3, 5.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e33 (13.5, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 12\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e119(48.8, 87.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e44 (18.0, 38.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27(11.1, 20.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e23 (9.4, 9.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30(12.3,100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 13\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e87 (35.7,94.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e75 (30.7,58.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e50 (20.5, 28)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e17(7.0,7.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e13 (5.3, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 14\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e112 (45.9, 89.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e61 (25.0, 43.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e25 (10.2, 18.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e19 (7.8, 7.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e26 (10.7,100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 15\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e119 (48.8, 82.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e44 (18.0, 33.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22 (9.0, 15.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16 (6.6, 6.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e42 (17.2,100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 16\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e87 (35.7, 70.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e40 (16.4, 34.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23 (9.4, 18.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e21 (8.6, 8.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e72 (29.5,100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 17\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e102 (41.8, 76.5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e41 (16.8, 34.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e27 (11.1, 17.7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16 (6.6, 6.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e57 (23.4, 100.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 18\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e102 (41.8, 82.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e63 (25.8, 40.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18 (7.4, 14.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e17 (7.0, 7.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e43 (17.6,100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 19\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e108 (44.3, 84.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e54 (11.9, 18.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e29 (22.1, 40.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15 (6.1, 6.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e37 (15.2,100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.51\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 20\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e95 (38.9,79.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e59 (24.2, 40.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e24 (9.8, 16.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e15 (6.1, 6.2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e50 (20.5, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e3.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eHigh perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"10\" nameend=\"c10\" namest=\"c1\"\u003e \u003cp\u003e\u003cb\u003eID 3- Innovations and Future Directions in Educational Rehabilitation\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 21\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e133 (44.6,44.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e70 (23.5, 68.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e41 (13.8,81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 22\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e129 (43.3, 43.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e72 (24.2, 67.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43 (14.4, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 23\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e121 (40.6, 40.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e80 (26.8, 67.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43 (14.4, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1,100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 24\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e124 (41.6, 41.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e70 (23.5, 65.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e50 (16.8, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 25\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e129 (43.3, 43.3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e72 ( 24.2, 67.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43 (14.1, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 26\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e121 (40.6, 40.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e80 (26.8, 67.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43 (14.4, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 27\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50 (16.8, 16.8)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e190 (63.8 ,80.5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e58 (19.5,100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 28\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e124 (41.6, 41.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e70 (23.5, 65.1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e50 (16.8, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 29\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e128 (43.0, 43.0)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e72 (24.2, 67.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43 (14.4, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eQ 30\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e121 (40.6, 40.6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003e80 (26.8, 67.4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e43 (14.4, 81.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e24 (8.1, 89.9)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e30 (10.1, 100)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e2.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003eLow perception\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e provides a detailed analysis of responses by showing breakdowns of each question between frequency and percentage, and the cumulative percentage of participants. Data from Question 1 (ID1) showed that 52.7% of participants (129) strongly endorsed the statement regarding their awareness of educational rehabilitation. Recent findings demonstrate the broad recognition and comprehension of topics within participant demographics. The survey results, at 3.59 for Question 1, indicate that most participants have a strong understanding of protective education principles. Participants demonstrated greater agreement on Question 11 (ID2) regarding rehabilitation barriers, with a mean score of 3.74 and 62.7% agreement with the statement. Participants understand the obstacles to educational rehabilitation yet acknowledge opportunities to enhance practices to overcome these hurdles.\u003c/p\u003e \u003cp\u003eQuestion 25 (ID3) evaluated how educational rehabilitation stands in terms of innovation at present, but produced a mixed response from participants about the field's current state. Measures used to assess innovation and reform within educational rehabilitation gained scores under 2.5 from all participants who agreed on the need for advanced approaches. The results demonstrate the critical need to direct ongoing funding toward innovative educational research and training to develop better teaching tools for educational rehabilitation programs. Educational rehabilitation's current status is clear from survey data provided by educators. The research data demonstrates robust evidence that rehabilitation programs work effectively, yet highlights specific areas requiring innovative strategies and interventions. Departments should use this data to guide future educational rehabilitation initiatives that develop support systems that help students with intellectual disabilities succeed academically and socially.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Results of Statistical Analysis: One-Way ANOVA and T-Test\u003c/h2\u003e \u003cp\u003eThe One-Way ANOVA and T-test statistical analyses of Saudi Arabian opinions on students with intellectual disabilities in educational rehabilitation programs revealed essential findings about the influencers of program effectiveness. The study demonstrated significant divergence among educators' administrator stakeholder groups because their views on educational rehabilitation programs reflected distinct attitudes and challenges during implementation.\u003c/p\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003e3.4.1 One-Way ANOVA Results\u003c/h2\u003e \u003cp\u003eOne-way ANOVA evaluated the strength of agreement or disagreement between participant groups on survey questions within each participant category. The results showed substantial F-values ranging from 5.1 to 495.25, and all p-values were below the significant threshold of 0.05 (\u003cb\u003esee\u003c/b\u003e Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). Data showed considerable differences in perceptions between participant groups who evaluated aspects of educational rehabilitation programs. The results show that individual survey responses fluctuated by professional designation regarding family engagement requirements, teacher preparation methods, and educational technology implementation. The available training programs received lower satisfaction ratings from educators than administrators, who disclaimed any support deficiencies. The measured robustness strengthens through degrees-of-freedom analysis at 5 and 237 points, demonstrating reliability and validity across the various participant groupings.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003e3.4.2 T-Test Analysis Results\u003c/h2\u003e \u003cp\u003eUsing a t-test, researchers examined distinct population patterns and observed shifts in mean values between groups within individual areas of the survey. The study revealed statistically significant differences between groups because p-values remained at 0.000 across all tests. Statistical analysis confirms that participants responded differently based on their positional role and background characteristics. Based on survey responses, administrators demonstrated greater awareness of rehabilitation programs than their counterparts in educator and stakeholder roles. Administrative personnel may receive program-related information thoroughly because they actively participate in planning and execution procedures. The T-tests demonstrated a distinct variation in participants' perceptions of program effectiveness during the survey process. Special education teachers, alongside other groups, exhibited decreased trust in rehabilitation program outcomes even though they had direct therapeutic experience. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents extensive comparative data showing statistical differences across questions on teacher preparedness, parent involvement, and resource access. These competing assessment results show that groups need additional support to consolidate their shared vision for rehabilitation programs.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eANOVA and T-Rest Analysis\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"12\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eSurveys Questionaries\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c8\" namest=\"c2\"\u003e \u003cp\u003eT-Test\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c12\" namest=\"c9\"\u003e \u003cp\u003eANOVA\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ep\u003csup\u003e3\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eM.D\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"7\" nameend=\"c12\" namest=\"c6\"\u003e \u003cp\u003e95% CD\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eLower\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eUpper\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e27.764\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.15436\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3071\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow aware are you of the current educational rehabilitation programs for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.17450\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0224\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3266\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e13.350\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow effective are the current educational rehabilitation programs for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.777\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.20134\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0508\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3519\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e5.193\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTo what extent do you think educational rehabilitation programs address the needs of students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.722\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.21477\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0630\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3665\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.236\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow important do you believe it is to integrate innovative approaches in rehabilitating students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.17450\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0224\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3266\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e13.453\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow confident are you in the ability of teachers to provide effective educational rehabilitation for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.777\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.20134\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0508\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3519\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e9.584\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow satisfied are you with the availability of resources for educating students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e58.080\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.02685\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9582\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.0955\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e10.120\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow well do you think educational rehabilitation programs support the long-term development of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.722\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.21477\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0630\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3665\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow often do you believe educational institutions in Saudi Arabia collaborate with other sectors (e.g., healthcare and social services) to support students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.17450\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0224\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3266\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6.689\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow important is it for educational institutions to involve families in the rehabilitation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.777\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.415\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow much do you think the lack of trained educators affects the success of educational rehabilitation programs for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e56.925\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.00671\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9373\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.0761\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e35.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow significant do you think financial constraints are in limiting the effectiveness of rehabilitation programs in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.17450\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0224\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3266\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e7.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow often do you believe that students with intellectual disabilities face barriers related to physical accessibility in educational settings?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e28.129\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.17450\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0224\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3266\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e5.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow often do you think cultural attitudes towards intellectual disabilities hinder the success of rehabilitation programs?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e29.397\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.24161\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0915\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3917\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow much do you believe that the lack of awareness among parents about available educational services affects the rehabilitation of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e55.626\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.05034\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9778\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.1229\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e10.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow much do you think the limited availability of specialised technologies hinders the education of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26.394\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.07383\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9192\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.2285\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e7.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow frequently do you believe that the lack of a comprehensive policy framework for intellectual disability education creates barriers in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26.724\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.09396\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9398\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.2482\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow significant is the issue of social stigma in preventing the full participation of students with intellectual disabilities in educational programs?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e27.867\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.16107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2.0085\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.3137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow much do you think the lack of collaboration between schools and rehabilitation centres affects the educational outcomes of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e27.257\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.13423\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9801\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.2883\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e8.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow effective are the current educational rehabilitation programs for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26.724\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e297\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.09396\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1.9398\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e2.2482\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e5.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow likely are you to support the implementation of personalised learning plans for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e51.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.59\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e495.25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow effective do you believe using assistive technologies (e.g., speech-to-text, interactive learning tools) could be in supporting students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e49.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow interested are you in integrating virtual learning environments to support students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e47.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e2.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow confident are you in the potential of collaborative approaches involving schools, families, and communities to improve rehabilitation for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e10.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow important do you think training teachers in innovative teaching strategies (e.g., Universal Design for Learning) is for educating students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e50.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e12.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow likely do you think the introduction of specialised educational apps and games will be in the rehabilitation of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e46.93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e11.18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow beneficial do you think offering parent support and education programs will be in improving the rehabilitation outcomes of students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e48.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.47\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e13.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow well do you think including job readiness training in rehabilitation programs will support the transition of students with intellectual disabilities into the workforce?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e49.24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e7.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow optimistic are you about the future of educational rehabilitation for students with intellectual disabilities in Saudi Arabia?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e45.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e9.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHow likely do you think it is that innovations in artificial intelligence (AI) and machine learning will improve educational rehabilitation for students with intellectual disabilities?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e51.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e242\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e3.77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e \u003cp\u003e5, 237\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e6.199\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"1\" nameend=\"c12\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"12\"\u003e(Mean Difference\u0026thinsp;=\u0026thinsp;M. D, Confidence Interval of the Difference\u0026thinsp;=\u0026thinsp;C. LD, Sig. (2-tailed), p\u003csup\u003e3\u003c/sup\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section2\"\u003e \u003ch2\u003e3.5 Key Findings and Significant Differences\u003c/h2\u003e \u003cp\u003eMultiple findings from this analysis revealed significant variation among groups across multiple essential assessment areas. The survey showed that administrative staff better understood rehabilitation programs than classroom educators and support staff. The administrative staff proved themselves to be program experts, yet classroom educators demonstrated less knowledge of available resources. Better communication methods need to be implemented to create a standardised understanding among all educational staff about supporting students with intellectual disabilities. Rehabilitation programs operating within both settings showed substantial differences in their effectiveness. Education professionals concurred on the programs' potential, though they expressed varying confidence in their execution. The practical educational results of these programs raised doubts among educators about their ability to produce lasting student achievement. These programs demonstrate good intentions, yet their execution seems unable to realize their full potential due to barriers to practical implementation and deficient support structures. Educational professionals show lower confidence than administrators and stakeholders regarding the success of rehabilitation programs, according to Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e findings. Descriptions of teacher confidence within rehabilitation program delivery became a fundamental issue investigated during this research. Statistical testing demonstrated significant variations in teachers' confidence in using these educational programs at their schools. The contrasting perspectives demonstrate why developing specific professional development strategies is vital to strengthening educators' readiness and self-assurance in teaching educational rehabilitation.\u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section3\"\u003e \u003ch2\u003e3.5.1 Perceptions of Technology and Innovation\u003c/h2\u003e \u003cp\u003eTechnology use in rehabilitation programs emerged as a point of difference in examining respondents' beliefs between the study groups. The potential of assistive technologies and virtual learning tools received the majority of acknowledgement, yet there was considerable variance among participants in their perceived use and effectiveness. Some respondents, including administrators and stakeholders, predicted that the future inclusion of new technologies would be successful. Still, educators and other participants expressed scepticism about practical use due to resource allocation and training requirements. Educational rehabilitation initiatives utilising artificial intelligence (AI) and machine learning received disparate evaluations from different participants. The study participants recognised numerous advantages of innovations yet expressed doubts about Saudi Arabia's existing educational system's ability to implement this advanced technology base. Educational professionals cautioned about technological learning enhancements because such benefits required sufficient support resources.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section3\"\u003e \u003ch2\u003e3.5.2 Social and Structural Barriers\u003c/h2\u003e \u003cp\u003e The statistical breakdown of the data provided information on how social stigma affects the success of rehabilitation programs. The study participants gave different responses after being asked about how social stigma impacts the integration of students with intellectual disabilities in mainstream schools. Teaching staff, alongside school administrators with direct program involvement, indicated that social stigma effectively halted inclusive efforts. A divergent view emerged among stakeholders who perceived social stigma as less significant than those responsible for student education. This indicates role-related differences in evaluating inclusion barriers for students with intellectual disabilities. The research suggests the urgent need for sustained educational initiatives that combat social stigma toward students with intellectual disabilities while creating classrooms that actively promote student inclusion. The statistical breakdown reveals crucial insight into why educational tutors and parents should unite their efforts to remove societal and institutional barriers to full student integration.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section3\"\u003e \u003ch2\u003e3.5.3 Family Involvement and Collaboration with Other Sectors\u003c/h2\u003e \u003cp\u003eFamily participation in educational rehabilitation emerged as a central theme following this assessment. All social groups acknowledged family participation in education, yet registered divergent assessments about current implementation levels. As Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e shows, specialised program families testified that their contributions to educational rehabilitation were not recognised, even though their participation in student outcomes was essential. Educators and administrators highlighted that improved teamwork between schools and parents would enable an integrated strategy to enhance student support. The success of rehabilitation programs depends heavily on active collaboration among educational administrators, healthcare providers, and social services professionals. Many administrative respondents acknowledged the advantages of cross-sectoral partnerships but noted challenges in operational coordination across sectors. Several education professionals and stakeholders maintained that better infrastructure for inter-sectoral collaboration would improve the results of rehabilitation services.\u003c/p\u003e \u003cp\u003eThe analytical results from One-Way ANOVA and T-tests reveal key findings regarding students' perceptions of Saudi Arabian educational rehabilitation programs for intellectual disabilities. Responses from multiple groups showed significant differences, highlighting key considerations. The program needs better communication about awareness, and teachers require better preparation to address limited resources and confront social stigma. Technology, alongside family engagement and cross-departmental collaboration, proved crucial to enhancing the performance of rehabilitation initiatives. Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e's results support previous findings and provide essential instructions for policymakers and educators to improve intellectual disability education programs.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eResults show that survey IDs 1\u0026ndash;3 exhibit reliable internal consistency, with Cronbach's alpha coefficients ranging from 0.836 to 0.856, strongly supporting the assessment tool's reliability. [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] established that special education research requires reliable and valid measurement tools to study perceptual elements and barriers alongside innovative practices. The questionnaire demonstrates robust performance in evaluating awareness factors and obstacles and creative educational approaches explicitly targeting students with intellectual disabilities across Saudi educational settings because of its strong internal scales consistency measurement results. The measurement tool maintains reliability, which agrees with [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] recommendation to conduct rigorous intervention evaluations before implementing them in multiple learning environments.\u003c/p\u003e \u003cp\u003eResearch findings by [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] support the main barrier described as inadequate infrastructure and insufficiently trained educators, which pose challenges for the proper implementation of educational rehabilitation. Survey items measuring resource investment and training support yielded poor assessment results (Q2 and Q3 below 3.40), indicating a critical need for systemic reform to address existing resource inadequacies. According to [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e], Saudi Arabia faces comparable education challenges through the distribution of financial resources and access to educational rehabilitation programs.\u003c/p\u003e \u003cp\u003eThe study data indicates younger participants aged 35\u0026ndash;44 displayed higher levels of involvement than older respondents (\u0026ge;\u0026thinsp;50 years), which is in line with findings from [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e] about inclusive education acceptance. Educational professionals who are younger in their careers possibly accept new teaching approaches because recent educational technologies and educational methods expose them to innovative educational practices. Professional development needs to target experienced teachers, specifically in the BPS-17 category, because of their low perception levels, as [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e] noted when they investigated inclusive education teacher preparedness.\u003c/p\u003e \u003cp\u003eThis research demonstrates that modern methods encompassing assistive technology with individualised learning plans and joint approaches show great promise for educational rehabilitation. The findings echo worldwide observations documented by [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e] about the academic benefits of speech-to-text applications, virtual learning environments, and augmented reality tools for intellectually disabled students. Educational research shows that combining AR-based initiatives with gamification programming significantly improved student learning achievements and engagement levels [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. This study validates findings by [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e], showing better learning results for students with disabilities when their teachers effectively integrate digital technology into pedagogical practices.\u003c/p\u003e \u003cp\u003eAlthough progress has been made, researchers have identified crucial obstacles preventing the full utilisation of these technical capabilities. Research participants stressed the importance of formal teacher training sessions, such as [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e], who demanded comprehensive training in digital tools for educators to maximize benefits. The study's findings about emerging technological innovations in educational rehabilitation receive support through [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e] discussion of the potential of artificial intelligence (AI) for creating personalised learning outcomes.\u003c/p\u003e \u003cp\u003eThis research illustrates how educational rehabilitation succeeds through multi-partner collaboration between families, institutions, and communities to eliminate educational obstacles. According to [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e], students with intellectual disabilities experience better results when family engagement remains key to their academic success. Study participants confirmed the existence of cultural stigma together with inadequate policy frameworks as substantial obstacles to disability-inclusive education, according to [\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e], who requested legislative changes for Saudi Arabian educational access equity. Studies like this one confirm the findings of [\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e56\u003c/span\u003e] regarding financial limitations that pose significant challenges for maintaining special education programs.\u003c/p\u003e \u003cp\u003eThe research data reveal significant demographic changes, including greater female enrollment and younger participants, indicating an evolving educational rehabilitation landscape across Saudi Arabia. [\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e57\u003c/span\u003e, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e58\u003c/span\u003e] research confirmed rising female participation coupled with younger-generation recruitment among caregivers and educators. Higher-level degree attainment, such as a PhD, shows a meaningful relationship with supportive perspectives of rehabilitation programs, according to [\u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e59\u003c/span\u003e, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e], while confirming the essential part that educated professionals play in fostering inclusive education views.\u003c/p\u003e \u003cp\u003eFurther research must focus on developing specific policies to bridge these research gaps while promoting multifaceted societal partnerships. Research by [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e] demonstrates that focusing on culturally sensitive interventions and localised training programs delivers superior results for educational rehabilitation activities. The combination of artificial intelligence adaptive learning platforms and augmented reality teaching resources demonstrates strong potential to provide specialised academic accommodation for students with intellectual disabilities. Future research needs to undertake extended studies about how these interventions affect students through time and assess their potential for wide-scale use in different educational environments.\u003c/p\u003e \u003cp\u003eResearch data reveal the essential need to overcome educational obstacles when supporting the scholarly rehabilitation of students with intellectual disabilities in Saudi Arabia's educational system. Assistive technologies, combined with collaborative work methods and policy improvements, enable the bridging of identified study gaps and the overcoming of related challenges. Recent studies led by [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e] show a successful educational rehabilitation program requires combining technological infrastructure with pedagogical methods and social components. The research demands immediate action from policymakers, educators, and researchers working together to develop inclusive educational spaces that serve all learners.\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Study Strength\u003c/h2\u003e \u003cp\u003eThis study demonstrates methodological excellence through its dual qualitative and quantitative framework, creating an all-encompassing view of educational rehabilitation policies for students with intellectual disabilities in Saudi Arabia. The reliability of survey instruments reaches very high levels due to Cronbach's alpha scores found between 0.836 and 0.856 across all scales. The methodology ensures that the obtained data maintains both validity and dependability standards. The research included participants from various educational perspectives, including educators, administrators, and stakeholders, thereby providing an exhaustive examination of rehabilitation perspectives. Significant differences emerged across groups after conducting One-Way ANOVA and T-tests, strengthening the results. Results demonstrate solid reliability, as ANOVA yielded p-values below 0.05 and T-tests reached statistical significance at 0.000. The study demonstrates excellent foresight, as participants expressed robust enthusiasm for innovative methods that combine artificial intelligence with virtual learning modules. Combining analysis of barriers with discussions of innovative approaches establishes significant findings about barriers to educational rehabilitation, particularly by highlighting social stigma as a major problem. This study's potential influence on policy and practice in Saudi Arabia's special education field becomes clear through its specific recommendations for continued research about instructor training, resource planning, and technological integration.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Study limitations\u003c/h2\u003e \u003cp\u003eSeveral critical restrictions smooth the path of analysis. The study predominantly used survey data that remains valuable yet vulnerable to response distortions caused by participant biases for both social desirability and self-reporting methods. Because most participants selected a female gender identity and many others blocked gender disclosure during the study, this limitation limits our ability to generalize the findings beyond female student groups. Without consulting students who have intellectual disabilities, the study failed to grasp their genuine views about educational rehabilitation experiences. The survey data collection was limited by its cross-sectional design, which examines only a single moment and thus allows researchers to see participants' opinions but does not capture potential long-term changes. The study outlined barriers to educational rehabilitation but failed to thoroughly investigate how regional settings and local contexts affect both perceptions and experiences of rehabilitation programs. The study outlined essential barriers but did not thoroughly examine implementation obstacles that educational settings encounter during their transition to new technologies. The tiny sample information might weaken certain analytical conclusions due to small group sizes among participants between 26 and 35 years old. Future research using more extensive and more widely representative samples will enhance the study's results.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eThe research analysed educational rehabilitation programs in depth to reveal their strengths and weaknesses. The study demonstrated strong reliability of the survey instruments used, with Cronbach's alpha values indicating high internal consistency: The survey instruments demonstrated dependable measurement quality, as ID 1 (Awareness and Perception) produced a 0.856 score, and ID 2 (Barriers to Effective Educational Rehabilitation) had a 0.849 score, while ID 3 (Innovations and Future Directions) measured 0.836. A positive outlook emerged from the survey responses, as participants accepted the educational rehabilitation statements, as evidenced by their average consensus score of 3.522. Group results indicated that 30.6% of participants agreed with Question 5, which received the highest response rate, whereas Questions 11 and 13 received the lowest response rates at 5.3%. Statistical analysis showed robust evidence of perception variations between different participant groups, where the results indicated substantial F-values between 5.1 and 495.25, and all p-values remained below 0.05. The analysis revealed significant variations between the ratings of educators and administrators, particularly in domains covering family engagement, teacher preparation, and technology implementation. The T-test analysis showed substantial differences between the participant groups, with reported p-values of 0.000, indicating that administrators showed greater awareness of rehabilitation programs than educators, who expressed lower confidence in their effectiveness. The issue of social stigma emerged as a primary barrier, according to teachers and administrators. At the same time, stakeholders viewed its significance differently, so additional work must focus on social obstacles within academic environments. Although stakeholders supported the implementation of AI alongside virtual learning platforms, practising educators expressed hesitation due to funding challenges and a lack of technological expertise. Educational rehabilitation programs receive primarily positive feedback from stakeholders, although professional training of teachers, combined with sufficient technological integration and budget allocation, must be established. Research should next examine teacher-specific obstacles to progress, along with practical assessments of creative methods and social stigma solutions, to enhance student outcomes with intellectual disabilities in Saudi Arabia.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003e1. Clinical Trial Registration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eClinical trial number: not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. Funding Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. Human Ethics and Consent to Participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWritten informed consent was obtained from all participants or their legal guardians prior to participation in the study. Participation was voluntary, and confidentiality was strictly maintained.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. Ethics Approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for this study was obtained from the Standing Committee of Bioethics Research at Prince Sattam bin Abdulaziz University (Approval No: SCBR-619/2025). The study was conducted in accordance with the approved protocol and relevant ethical guidelines and regulations\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e5. Data Availability Declaration\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data generated or analysed during this study are included in this manuscript. Additional data supporting the findings of this study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e6. Competing Interests / Conflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e7. Declaration of generative AI tool/services in the writing process\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDuring the preparation of this work, the author(s) used Grammarly (Write with generative AI) in order to improve grammar and make the sentences more readable. After using this tool/service, the author reviewed and edited the content as needed and takes full responsibility for the content of the publication. We confirm that all AI-assisted content was thoroughly reviewed, verified, and revised by the authors to ensure accuracy, originality, and adherence to the journal\u0026apos;s standards. The intellectual content, research findings, and conclusions remain entirely our own.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e8. Author Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eProf. Dr Mubarak Saad Aldosari studied conception, design, data collection, analysis, and manuscript preparation and approved the final manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAlexander RM, Reynolds MR. Intelligence and adaptive behavior: a meta-analysis. School Psychol Rev. 2020;49(2):85\u0026ndash;110.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKhasawneh MAS. Developing social and emotional skills of students with learning difficulties using a digital learning program. J Ecohumanism. 2024;3(3):1751\u0026ndash;63.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMaluleka KJ. Education for self-reliance and its relevance to lifelong learning in the previously colonised countries. 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Comput Educ. 2020;144:103701.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Educational Rehabilitation, Intellectual Disabilities, Survey Reliability, Innovative Teaching Methods, Social Stigma","lastPublishedDoi":"10.21203/rs.3.rs-8736173/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8736173/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis 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\u0026thinsp;\u0026lt;\u0026thinsp;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.\u003c/p\u003e","manuscriptTitle":"Perceptions, Challenges, and Innovations in Educational Rehabilitation for Students with Intellectual Disabilities in Saudi Arabia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-22 15:00:23","doi":"10.21203/rs.3.rs-8736173/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2026-04-13T04:35:36+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-25T06:45:36+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"194880380143365745683412426979764794721","date":"2026-03-25T06:34:02+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-03-18T12:22:37+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"114397720509434382408058655237135957362","date":"2026-03-18T11:36:57+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-18T09:19:39+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-02-20T10:52:55+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-01-30T08:06:17+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-01-30T08:01:26+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2026-01-30T02:10:16+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"d83f440f-43b0-4dce-9491-43746fe01428","owner":[],"postedDate":"March 22nd, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"in-revision","subjectAreas":[],"tags":[],"updatedAt":"2026-05-12T05:25:40+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-22 15:00:23","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8736173","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8736173","identity":"rs-8736173","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}