Transition services for high school students with intellectual disability in Saudi Arabia: issues and recommendations

Abstract

In 2005, Saudi high schools began providing transition services for students with intellectual disability. However, recent studies have found that these services need improvement. Therefore, this study explored current transition services to help identify challenges that weaken these services and to recommend improvements for them. Eleven teachers of students with intellectual disability were interviewed, and data were analyzed qualitatively. Study findings concluded that four main issues must be addressed to advance Saudi transition services: (1) special education teacher preparation programs, (2) transition services’ policies and regulations, (3) Individualized Transition Plans, and (4) collaborative practices.