A Proposed Framework for Integrating Self-Advocacy Skills into the Vocational Skills Curriculum for Students with Intellectual Disabilities in the Educational Rehabilitation Program

Al-Harbi, Wedad Bint Abdulmuti; Bauthman, Shurooq Bint Talal

doi:10.21608/jsrep.2025.459924

A Proposed Framework for Integrating Self-Advocacy Skills into the Vocational Skills Curriculum for Students with Intellectual Disabilities in the Educational Rehabilitation Program

Document Type : Original Article

Authors

¹ Master’s in Special Education, College of Education – King Abdulaziz University.

² Assistant Professor, Department of Special Education, College of Education – King Abdulaziz University.

10.21608/jsrep.2025.459924

Abstract

This study aimed to develop a Proposed Model for integrating self-advocacy skills into the vocational skills curriculum for students with intellectual disabilities in the Rehabilitation Educational Program Stage in Riyadh. This was achieved by identifying the level at which these skills are currently incorporated in the curriculum, from the perspective of intellectual education teachers in Riyadh. Additionally, the study explored differences in these perspectives based on the following variables: gender, years of experience, job levels, and educational qualifications. The study also investigated the opinions of intellectual education teachers regarding how to effectively integrate self-advocacy skills into the vocational skills curriculum.
The study adopted a mixed-methods approach using an explanatory sequential design. A questionnaire was used to collect quantitative data, while interviews were conducted to gather qualitative data. The number of interview participants was (9), while (170) male and female intellectual education teachers in Riyadh responded to the questionnaire.
The results revealed that the level of implementation of self-awareness skills for students with intellectual disabilities was moderate across all dimensions of the questionnaire, according to the teachers’ perspectives. The findings showed no statistically significant differences based on gender, educational qualification, or job level. However, there were significant differences in the self-advocacy tool related to the dimension of self-awareness based on years of experience.
The interview results highlighted the importance of practical application, conducting workshops aligned with curriculum lessons, and the role of field trips in enhancing self-advocacy skills. Regarding effective teaching methods, the study found that storytelling, theater, drama, role-playing, dialogue and discussion, repetition, and cooperative learning were among the most effective strategies for teaching these skills.
Moreover, assigning home tasks to students with intellectual disabilities contributes to improving their leadership skills. The study also identified several contributing factors in promoting self-advocacy skills, including technology, family involvement, and professional development courses for teachers on self-advocacy skills.
Furthermore, the findings indicated that the most important self-advocacy skills for students with intellectual disabilities are: knowing one's rights, communication, and self-awareness. These should be integrated across all educational stages and curricula, particularly through individualized educational plans (IEPs) and the vocational skills curriculum.
The study concluded with several recommendations, including delivering the vocational skills curriculum in a more practical manner and activating the practical component across all subjects for students with intellectual disabilities in the preparatory educational program.

Keywords

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