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

Bibliographic Data

ID22166261
AuthorsReem Abdullah Alhilfi (Imam Mohammad ibn Saud Islamic University, corresponding author)
Year2025
Volume10
Publication date2025-02-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1437836
OpenAlexW4407982742
LanguageEN
Citations received2
References cited25

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