Jackson, Lewis

Committee Member

Peterson Lori

Committee Member

Urbach, Jennifer

Committee Member

Bergstrom, Cassendra


School of Special Education


University of Northern Colorado

Type of Resources


Place of Publication

Greeley (Colo.)


University of Northern Colorado

Date Created



189 pages

Digital Origin

Born digital


This experiential study was an in-depth examination of the current experiences and perceptions of five special education teachers and six vocational rehabilitation practitioners who provide training for transition-aged females with intellectual disability in Saudi Arabia. The research questions addressed participants’ perspectives about the overall value of transition services for students with intellectual disability and the feasibility of using the Taxonomy of Transition Programming 2.0 as a framework for transition programs to increase desirable postschool outcomes. Participants viewed an instructional video about intellectual disability, transition services, and the Taxonomy for Transition Programming. Following systematic qualitative methodology, the researcher used a questionnaire, focus group discussions, diagram analysis, and individual interviews to collect information about participants’ attitudes, perceptions, and suggestions regarding the value of transition services and the feasibility of implementing an adapted taxonomy for transition programming in Saudi Arabia. The data analysis yielded the five following main themes: (a) system structures, (b) beliefs and values, (c) individual characteristics and integration, (d) collaboration, and (e) centrality of the family. The centrality of the family in the lives of persons with intellectual disability in Saudi Arabia consistently emerged across all of the data. Family issues are connected to any effort to implement changes in how persons with intellectual disability are integrated into society, educated, and trained for any attainable work. Needed legislation, efforts to increase awareness, and organizational collaboration should focus on facilitating the changing perspective on the rights and responsibilities of persons with intellectual disability in Saudi Arabia and the fundamental importance of family involvement. The results of this study suggest that any framework for transition programming in Saudi Arabia should engage students, parents, and numerous other stakeholders because it is vital for all groups to learn the legal processes and alternatives for transitioning students with intellectual disability to a successful postschool life. It is important for educational systems and transition services to focus on ensuring that students with intellectual disability are allowed to live (to the degree possible) as autonomous adults and that they receive adequate support.

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