The Provision of transitional Services for Students with Intellectual Disability from the Perspective of Teachers of Students with Intellectual Disability in the City of Jizan

Abstract

Transition services are among the programs that are provided to students with disabilities during the basic school stages in order to help them make an easy and smooth transition from the school stage to the post-school stage. The purpose of transition services is to provide students with various skills in several areas in order to either obtain a job suitable for their capabilities and abilities or complete university education, thus, achieve independence. Therefore, the current study aims to know the reality of provided transition services to students with intellectual disabilities in the city of Jizan, Saudi Arabia. To collect and analyze data of the current study, the researchers used the descriptive approach, whereby a questionnaire was designed consisting of three main areas, and it was judged by a number of academic specialists in Saudi universities. After distributing the questionnaire electronically to all members of the sample and collecting responses, the number of teachers of intellectual education who responded to the questionnaire reached 76. After that, the researchers used the famous statistical program SPSS to analyze the study data and then work on interpreting the results quantitatively and descriptively. The results of the study found an increase in the level of transitional services provided to students with intellectual disabilities in three main areas: evaluation of students with intellectual disabilities to receive transitional services, preparation and implementation of transitional services for students with intellectual disabilities, and evaluation and effectiveness of transitional services. The results of the study also did not show any statistically significant differences regarding the reality of the transitional services provided to students with intellectual disabilities between male and female teachers depending on the variable number of years of experience, academic qualification, and gender. Finally, the study presented some recommendations that would contribute to improving some transitional services provided to students with intellectual disabilities, the most important of which is the localization and codification of standards for formal transitional services on the Saudi environment