Implementation and Impact of Transition Activities in Secondary Classes in Saudi Arabia: Role of Special Education Teachers

Abstract

Transition in special education is quintessential to educating individuals with diverse needs while accommodating their differences cognitive or physical. This transition inculcates the required knowledge and skill sets among individuals with diverse disabilities and enables them to become productive and contributive citizens. The study highlights the implementation and impact of transition activities in secondary classes while documenting the viewpoints of the teachers of special education in Saudi Arabia. An online web survey was conducted among 124 in Riyadh using a close-ended questionnaire. Descriptive statistics and correlation were performed for data analysis. The results discovered the following to increase the impact of evolutionary actions: Instructional planning (M = 2.83, SD = 0.88), followed by curriculum and instruction (M = 2.78, SD = 0.8), additional competencies (M = 2.64, SD = 1), assessment (M = 2.63, SD .93), transition planning (M = 2.56, SD = 0.79), and cooperation (M = 2.52, SD = .96). This implies instilling more efforts for improving the transitional education planning and assessment. It is also suggested that students be included in the transition efforts. Thus, student's preferences and interests should be considered in association with the increase in their community-based experiences. The findings of the study will aid in devising important policies to facilitate students with disabilities with competent educational standards.