Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi Arabia

Datos Bibliográficos

ID22166261
AutoresReem Abdullah Alhilfi (Imam Mohammad ibn Saud Islamic University, autor de correspondencia)
Año2025
Volumen10
Fecha de publicación2025-02-26
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1437836
OpenAlexW4407982742
IdiomaEN
Citas recibidas2
Referencias citadas25

This study explored faculty perceptions of university-based transition services for students with intellectual disabilities (IDs) in Saudi Arabia, using a descriptive analytical approach with a sample of 153 members. Faculty demonstrated strong competencies in transitional programs, particularly in philosophical foundations, program evaluation, educational content, and behavior management. This study emphasizes the importance of specialized training in postsecondary knowledge, collaboration, and assessment for special education teachers. No significant gender differences in faculty competency awareness were noted. The findings underscore the need for continuous faculty development, integrated curricula, and collaborative planning to enhance transitional programs in Saudi special education departments. Tailored educational content, student involvement, and guidance toward meaningful postsecondary pathways are recommended, focusing on holistic development, including social skills and family engagement

Engineering management · Library science · Mathematics education · Medical education · Pedagogy · Perception · Adolescent and Pediatric Healthcare · Chemistry · Computer Science · Disability Education and Employment · Engineering · Kawasaki Disease and Coronary Complications · Medicine · Psychology