Evaluation of the implementation of transition programs for students with intellectual disability in high schools in Saudi Arabia

Abstract

The purpose of this study is to evaluate the implementation of transition programs for students with intellectual disability served in special high school institutes and self-contained classroom programs in general education high schools, and their challenges. We specifically explore special education teachers’ support for implementing the transition programs for students with intellectual disability in these two settings. Further, this study investigated the differences in teachers’ support for implementing the transition programs based on factors including teachers’ gender, educational level, years of experience, and previous attendance of a course or training program on transition programs. A questionnaire was used to collect data from 249 male and female special education teachers in the cities of Riyadh, Makkah, Al-Ahsa, and Dammam. The results showed that while transition programs are implemented with students with intellectual disability in special high school institutes and self-contained classroom programs in general education high schools there are significant obstacles to their implementation. However, there were no differences in special education teachers’ support for implementing the transition programs based on their demographic characteristics. Implications for supporting and implementing transition programs, developing strategies, enacting laws and regulations, establishing partnerships, and cooperating with community institutions to ensure a successful transition are discussed.