because of the seriousness of their situation. - Expanding the use of sign language. - The need to create an environment in schools and universities that suits the needs of students with disabilities in the Kingdom to enable them to complete their academic study to create an inclusive society. Fourth, at the level of families (the families of persons with disabilities): - Subjecting the families of persons with disabilities to education and awareness programs that address how to deal with a person with a disability. - Encouraging family members to deal positively with the person with a disability in the family as a member deserving respect. Fifth: at the level of persons with disabilities themselves: - That the persons with disabilities report violations against them. - Finding associations that involve persons with disabilities to combat the phenomenon of violation, violence and exploitation relating to them. Sixth: at the level of the care institutions and habilitation centers in charge of serving persons with disabilities: Although these institutions exist to provide social care, guidance, support and protection for persons with disabilities, the people living in them may be exposed to a high degree of violation of their rights and violence, compared to persons with disabilities who are provided with care and protection at home by their families or school by their teachers. There are indications that children at care institutions are often subjected to violence at the hands of employees or occupants of public office, who are supposed to be responsible 66