معوقات البرامج الانتقالية للطالبات ذوات الإعاقة الفكرية في منطقة عسير من وجهة نظر المعلمات

Abstract EN

The study aimed at revealing the hindrances of transitional programs of female students with intellectual disabilities in aseer region in the kingdom of Saudi Arabia from the point of view of (43) female teachers of this category.

the outcomes showed that the most prominent hindrances were the passive expectations of the special education female teachers towards the cooperation of relevant authorities whether private or governmental and the weakness of knowledge and skills received by the special education female teachers in the programs of their preparation in the universities in the field of executing the appropriate transitional plans for those female students, in addition to the rarity of courses and training workshops provided by the education departments in the field of preparing transitional plans for those female students.

as well, the study outcomes referred to significant differences according to the variable of educational qualification and experiences years, while there are no differences according to the training variable on the hindrances on rendering transitional services of the female students with intellectual disabilities, and the study recommended the preparation of communication and cooperation program among the institutions of local community and educational institutions to prepare the female students with intellectual disabilities for life and qualifying the female teachers and training them to prepare and implement the transitional programs.