Faculty perceptions of university-based transition services for students with intellectual disabilities in 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...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-02-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1437836/full |
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| _version_ | 1850231219888848896 |
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| author | Reem Abdullah Alhilfi |
| author_facet | Reem Abdullah Alhilfi |
| author_sort | Reem Abdullah Alhilfi |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-b72a620817954a3baf0445bb61145eca |
| institution | OA Journals |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-b72a620817954a3baf0445bb61145eca2025-08-20T02:03:36ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-02-011010.3389/feduc.2025.14378361437836Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi ArabiaReem Abdullah AlhilfiThis 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.https://www.frontiersin.org/articles/10.3389/feduc.2025.1437836/fullfaculty perceptionstransition servicesspecial educationintellectual disabilitiesSaudi Arabia |
| spellingShingle | Reem Abdullah Alhilfi Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi Arabia Frontiers in Education faculty perceptions transition services special education intellectual disabilities Saudi Arabia |
| title | Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi Arabia |
| title_full | Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi Arabia |
| title_fullStr | Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi Arabia |
| title_full_unstemmed | Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi Arabia |
| title_short | Faculty perceptions of university-based transition services for students with intellectual disabilities in Saudi Arabia |
| title_sort | faculty perceptions of university based transition services for students with intellectual disabilities in saudi arabia |
| topic | faculty perceptions transition services special education intellectual disabilities Saudi Arabia |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1437836/full |
| work_keys_str_mv | AT reemabdullahalhilfi facultyperceptionsofuniversitybasedtransitionservicesforstudentswithintellectualdisabilitiesinsaudiarabia |