Special education teachers’ reflections on school transition practices that support partnerships with businesses to prepare students with disabilities for employment in Saudi Arabia

Almalky, Hussain A.; Alqahtani, Saeed S.

doi:10.1016/j.childyouth.2020.105813

Cited by 8 publications

(3 citation statements)

References 19 publications

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“…Through co-occurrence analysis, we got an insight into the themes related to studies on self-advocacy of students with disabilities, such as transition, postsecondary education, accommodations, and inclusion. In recent years, themes related to higher education (see Bruce & Aylward, 2021;Moriña & Biagiotti, 2021;Pfeifer et al, 2020) and employment (Almalky & Alqahtani, 2021;Lindsay et al, 2021) have emerged. The workplace and higher education have a common situation, notably, both of them is an adult social inclusive environments and demand full of independence.…”

Section: Discussion(s)mentioning

confidence: 99%

Retrospective View and Thematic Mapping on the Studies of Self-advocacy of Students with Disabilities: A Bibliometric Analysis

Rahajeng

Hendriani

2022

Journal of ICSAR

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Self-advocacy is known as an important skill for students with disabilities especially to participate in an inclusive social environment. The present study aimed to explore the root and foundation of the studies of self-advocacy of students with disabilities by identifying the impactful works, authors, and themes via bibliometric study. We retrieved a sample of 180 articles related to this topic from the Scopus database. The VOS viewer was applied to perform this bibliometric analysis, specifically by co-citation and co-occurrence analysis. We identified David W. Test has put the foundation on the studies of self-advocacy of students with disabilities. Moreover, the studies of self-determination were a root for the studies of self-advocacy. This study also provided insight related to the potential application of self-advocacy, such as in higher education and employment setting. This study will be valuable for researchers and practitioners in special education who are interested to explore this area.

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Section: Discussion(s)mentioning

confidence: 99%

Retrospective View and Thematic Mapping on the Studies of Self-advocacy of Students with Disabilities: A Bibliometric Analysis

Rahajeng

Hendriani

2022

Journal of ICSAR

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“…England's Career and Technical Education (CTE) provides disabled students with opportunities to prepare for the workforce by encouraging specific career pathways (Lombardi et al, 2018). Saudi Arabian schools effectively collaborate with businesses, implementing best practices for transition planning, skills provision, and assessment, facilitating a smooth transition to employment (Almalky & Alqahtani, 2021). Wisconsin's Let's Get to Work (LGTW) project outlines promising practices for improving employment outcomes for youth with intellectual and developmental disabilities, including coaching, access to general education, community engagement, discouraging subminimum wage employment, and early work experiences (Molfenter et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Career Transition for Special Needs Students: A Significant Systematic Literature Review

Mokhtar,

Zaharudin,

Ghazali

2024

IJARPED

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Transitioning from special education to post-school life presents unique challenges for students with disabilities. It is a phase marked by increased independence, decision-making, and the pursuit of further employment. However, students with disabilities often face barriers that can impede a smooth transition, including limited access to comprehensive transition programs and insufficient support in navigating this critical period. This systematic literature review explores the landscape of transition programs designed to bridge the gap between special education and post-school life. This study used the PRISMA approach. The systematic search of academic data using Scopus and Web of Science provides a comprehensive selection of studies, reviews, and articles related to the transition program for special education students. After applying advanced searching, the final data identifies three themes: 1) best practices for facilitating successful career transitions, 2) challenges faced by both teachers and parents in ensuring program success, and 3) the overall effectiveness of transition programs and support services. In conclusion, the systematic literature review highlights the importance of transition programs for special education students as a means to bridge the gap between their educational experience and the realities of adult life. By addressing the critical need for effective transition programs, educators, policymakers, and stakeholders can contribute to the improved post-school outcomes and overall well-being of students with disabilities. This review underscores the necessity for ongoing research and the development of evidence-based practices in the field of special education transition programs.

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“…Based on U.S. legislation, definitions, and programming models, educational researchers in Saudi Arabia have, over the last couple of decades, worked to improve transition services and outcomes related to the education and employability of students with disabilities (Alquraini, 2013). Lines of inquiry identified in English and Arabic academic journals and dissertations include but are not limited to the provision of supports for early childhood transitions and transitions from elementary to middle school (Aldosiry et al, 2021;Alfurayh, 2020), teachers' perceptions of parental and community business involvement in transition planning (Almalky & Alqahtani, 2021), and postsecondary services for adults with disabilities (Alsalamah & Poppen, 2022). Several studies have focused on teacher and faculty perceptions and attitudes toward the preparation and implementation of transition services (e.g., Alhossan & Trainor, 2017;Almutairi, 2018;Alnahdi, 2013;Alquraini, 2013;Alsalamah, 2023).…”

Section: Transition Programs In the Kingdommentioning

confidence: 99%

Teaching Practices to Support the Transition of Students With Intellectual Disabilities to Adulthood

Abu-Alghayth¹,

Alshahrani²,

Catania³

2023

EUROPEAN J ED RES

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<p style="text-align: justify;">There is a great need to provide transition planning and enhance the success of individuals with intellectual disabilities in employment and independent living through appropriate practices. This study aims to explore the essential components of effective transition services that teachers should include in their instruction of students with intellectual disabilities. A descriptive quantitative research design was utilized, and data were collected through an online survey from 102 teachers of students with intellectual disabilities. The findings indicated that participants sometimes included most of the five essential components of effective transition service components in their teaching. No statistically significant differences were found in participants’ responses based on school type, years of teaching experience, or qualifications. However, statistically significant differences were found between male and female participants in responses to two of the main components, namely, student-focused planning and interagency collaboration, with male participants reporting higher mean scores than female participants. The study’s implications for practice and future research are also discussed.</p>

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Special education teachers’ reflections on school transition practices that support partnerships with businesses to prepare students with disabilities for employment in Saudi Arabia

Cited by 8 publications

References 19 publications

Retrospective View and Thematic Mapping on the Studies of Self-advocacy of Students with Disabilities: A Bibliometric Analysis

Retrospective View and Thematic Mapping on the Studies of Self-advocacy of Students with Disabilities: A Bibliometric Analysis

Career Transition for Special Needs Students: A Significant Systematic Literature Review

Teaching Practices to Support the Transition of Students With Intellectual Disabilities to Adulthood

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