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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

The final, formatted version of the article will be published soon.

    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

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.