Teachers' Knowledge and Provision of Transition Services for Students with Disabilities in Special Education Centers in Riyadh City

Abstract

This study aimed to verify teachers’ knowledge of transition services in special education centers for individuals with disabilities and identify the degree of implementation of such services by teachers. The researchers used a descriptive approach and conducted a survey to reach the study’s objectives. The study sample comprised 72 teachers. Findings indicated that teachers had a high knowledge level of transition services in special education centers for individuals with disabilities and that teachers’ degree of implementation of such services was high. The study revealed statistically significant differences between male and female participants’ average responses on the abovementioned themes. However, the experience level, training courses, and educational qualifications had no statistically significant impact on the answers. The study recommended increasing teachers’ knowledge of transition services by providing more training courses and workshops and working to develop transition services provided to students with disabilities in special education centers by implementing the best evidence-based transition practices.