Special education teachers’ reflections on school transition practices that support partnerships with businesses to prepare students with disabilities for employment in Saudi Arabia

Abstract

This study examines special educators’ perspectives on the relationships between schools and businesses concerning the practices used to prepare students with disabilities for work. Based on a review of the literature, we developed a survey to investigate whether teachers believe that such partnerships prepare students with disabilities for working life after graduating. A total of 73 special educators participated in the survey, which assessed teachers’ perspectives toward (a) transition planning; (b) transition assessment; (c) types of skills they provide for students with disabilities during school; (d) currently implemented transition practices; and (e) partnerships and collaboration between schools and employers. The findings revealed that special educators believe their schools have adequate practices that support partnerships with businesses, specifically because they implement the best transition practices in planning, assessment, and needed skills provisions and work together to facilitate the transition to employment for students with disabilities. Most stated that these partnerships allow their students to participate in volunteering, employment training, career exposure, and internships. Students also learn social, communication, and personal skills (e.g., self-advocacy, self-determination, and self-management) that help them become successful in their personal and professional lives. Given these findings, we discuss implications for practice and research.