 Evaluating Accessibility and Special Resources in Saudi Arabia’s Higher Education for Students With Disabilities Through Self-ReportingLowai G. Abed, Mohaned G. Abed and Todd K. Shackelford SAGE Open, 2025, vol. 15, issue 3, 21582440251368969 Abstract: In many countries around the world, students with disabilities (SWDs) have the legal right to adequate education, comparable to their non-disabled peers. What are higher learning institutions in these countries doing to ensure this is the case for SWDs? This study sought to determine the extent to which universities in Saudi Arabia provide sufficient accessibility and special resources to SWDs. Self-report survey responses were secured online from 173 Saudi Arabian undergraduate university students and analyzed using independent t -tests. The results show there are no significant differences in the accessibility and resources provided to undergraduate SWDs in Saudi Arabian higher education institutions based on age, gender, type of university (public vs. private), type of disability, or region. Recommendations based on the findings and best practices are provided to improve on the situation of SWDs in higher learning institutions with regard to inclusivity and equal rights, including collaboration among stakeholders, supportive environments, and accessibility audits. Keywords: disabilities; communication; universities; integration; students with disabilities; Saudi Arabia (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251368969 DOI: 10.1177/21582440251368969 Access Statistics for this article More articles in SAGE Open |
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