Empowering Persons with Disabilities and Their Inclusion in Light of Oman Vision 2040: A Descriptive-Analytical Study from an Educational Psychology Perspective

Abstract

Disability is considered one of the complex humanitarian and societal issues that goes beyond the medical dimension to encompass educational, psychological, economic, and social dimensions. This research aims to analyze the reality of disability in the Sultanate of Oman from an educational psychology perspective by reviewing the legislative and institutional frameworks related to the care and rehabilitation of individuals with disabilities, in addition to statistical indicators related to education, rehabilitation, employment, and social protection. The study adopted a descriptive–analytical approach, relying on official documents, national reports, and statistics issued by the National Centre for Statistics and Information, as well as initiatives of the Ministry of Education and the Ministry of Social Development, and relevant international reports. The results showed that the Sultanate of Oman has achieved notable legislative and institutional progress in supporting the rights of people with disabilities and providing a supportive legal environment. However, challenges remain, particularly with regard to low enrollment rates in education (16.1%), high illiteracy rates (27%), and low levels of qualitative employment (28%), in addition to a clear gender gap between males and females in educational and employment opportunities. These challenges are reflected in the psychological and educational well-being of this group in the form of low self-esteem, difficulties in school adjustment, social exclusion, and weak academic motivation. The research concludes that achieving the targets of Oman Vision 2040 requires strengthening detailed data systems, integrating psycho-educational indicators into the monitoring of the implementation of inclusion programs, and expanding the scope of services to cover all governorates. It also recommends activating psychological counseling programs in schools, training teachers in inclusive education strategies, and providing incentives to the private sector to employ individuals with disabilities. Investment in inclusive education and psycho-social support contributes to building human capital capable of achieving the sustainable development envisioned by the Vision.