Background: Quality standards for vocational rehabilitation programs (QSVRs) are essential for all Vocational Rehabilitation Programs (VRPs) [1]. Objectives: This study aims to identify the most significant quality standards for vocational rehabilitation programs (QSVRPs) in Saudi Arabia from the perspective of the study participants. It also intends to assess the applicability of these standards. Additionally, the study seeks to examine potential statistical differences in participant responses based on gender, educational level, and workplace. Methodology: The study employed a descriptive analytical approach, involving the development and administration of a questionnaire to a sample of 31 VRP workers. Results: The study's findings indicate that the most important standards within QSVRPs are evaluation, guidance and counseling, preparation, training, employment, and follow-up. Furthermore, the study reveals that there are no statistically significant differences in the evaluation of the importance of QSVRPs among the participants, regardless of their gender, educational level, or place of work. The applicability of these QSVRPs was rated as "high," with no statistically significant differences in participant evaluations based on the study's variables.

The current study aimed to investigate the Obstacles of Vocational Rehabilitation for Individuals with Disabilitie and to determine the variable that effect on these obstacles. To achieve the objective of study, a descriptive method was conducted by applying questionnaire of (16) items were distributed in four domains: Knowledge obstacles (4 items), Administrative Obstacles (5 items), Social Obstacles (3 items) and, Finance Obstacles (3 items). (23) of vocational rehabilitation workers in Tabuk area in north west KS were participated in the study. The results indicated that Obstacles of Vocational Rehabilitation were high. The Social obstacles were in the highest obstacles, while the Knowledge obstacles were in the lowest obstacles. Also the study found that there were no statistically significant differences refer to the study variables (Gender, sector, experiences, and type of disability)

We communicate daily using multiple means. However, a respectable percentage of people have a specific way of communication. These are deaf people who use sign language as an essential way of communicating. Nowadays, there are many technologies which support the interaction between deaf and surrounding people. Leap Motion Controller (LMC) is a promising technology that has been under investigation to examine its benefit for the deaf community. Different than other studies, this paper aims to examine the benefit of LMC for the users of Arabic sign language (ArSL). This study aims to investigate the completeness and the ease of LMC use in the context of Arabic sign language. The acquired results reveal that LMC would not be a suitable choice for users of Arabic sign language. Due to the design of the device, one of the reasons is inability to catch all of language parts. From the usability study we found that the device had achieve a score of 48 which is considered a very low score on SUS. Moreover, usability concerns have been reported during experiments.

The current study aimed to identify the level of language and math skills among deaf people who completed secondary education and compare them with those of hearing people in the school stage from the second to the seventh grade. To achieve the objectives of the study, two tests were designed, the first for linguistic skills (written expression and reading comprehension) and the second for math skills (math operations). Basic, first-degree equations (volume, area, angles, and units). Validity implications were extracted using content validity and discriminant validity of the two tests, as the two tests were able to distinguish between the age levels of the participants (by grade) and distinguish between hearing students and deaf students. Reliability coefficients also extracted using Cronbach's Alpha. The study conducted to a purposive sample of 155 people, including 45 deaf people who completed high school and 110 hearing people from grades 2-7 of both gender (male & female). The results showed that the level of deaf people in language skills is equivalent to students in the second grade, and that their level in math skills is equivalent to the fifth grade. The results also indicated that there is a statistically significant difference in language skills among deaf people in favor of females, and that there are no statistically significant differences in the level of math skills among deaf people according to the gender variable.