This study analyzes inclusive education concepts related to people with disabilities and their integration into the workforce. It employs the historical method for psychoanalysis, emphasizing individualized educational paths for individual with disabilities. The study also explores theoretical foundations crucial for vocational guidance with disabled employment. The sample comprises 187 participants from various positions and regions in Jeddah, Saudi Arabia, including managers, perspectives on working conditions for disabled people and employers, views on their professions. It identifies psychological, personal, and communication barriers affecting employment decisions. The study farther examines gender-specific psychological disabilities and regional and age-based variations in responses. It concludes by highlighting directions to correct results can aid in addressing employment issues and enhancing the psychological well-being of disabled employees.