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ORIGINAL RESEARCH article
Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1437836
Faculty Perceptions of University-Based Transition Services for Students with Intellectual Disabilities in Saudi Arabia
Provisionally accepted- 1 Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
- 2 Faculty of Education, Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
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 towards meaningful postsecondary pathways are recommended, focusing on holistic development, including social skills and family engagement.
Keywords: Faculty perceptions, Transition services, Special Education, Intellectual Disabilities, Saudi Arabia
Received: 27 Jun 2024; Accepted: 10 Feb 2025.
Copyright: © 2025 Alhilfi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Reem Abdullah Alhilfi, Imam Muhammad ibn Saud Islamic University, Riyadh, Saudi Arabia
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