Transition Services for Students with Mild Intellectual Disability in Saudi Arabia

Abstract

This study examined teachers’ attitudes and perceptions toward transition services for students with mild intellectual disability in Saudi Arabia, and also examined the relationship between teachers’ attitudes regarding transition services for students with mild intellectual disability and teachers’ gender and educational background. Three hundred and sixty nine teachers responded to the study survey, including 223 males and 146 females. A two-way ANCOVA and descriptive statistics were used to answer the research questions. The findings indicated that teachers hold positive attitudes toward transition services. Also, this study found no differences in teachers’ attitudes based on their gender or educational background. However, this study found differences in teachers’ attitudes related to years of teaching experience, and having a relative or someone close with a disability. In addition, teachers in this study reported they felt unprepared to provide transition services. Implications for teacher preparation for transition services are presented.

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