Promoting Successful Transitions in High School Students with Emotional Disturbance in Saudi Arabia: Educators' Voices

Autor/in	Alsalamah, Areej A.
Titel	Promoting Successful Transitions in High School Students with Emotional Disturbance in Saudi Arabia: Educators' Voices
Quelle	In: Career Development and Transition for Exceptional Individuals, 46 (2023) 1, S.15-27 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434221086972
Schlagwörter	Foreign Countries; High School Students; Emotional Disturbances; Transitional Programs; Special Education; Special Education Teachers; Teacher Attitudes; Graduate Students; Saudi Arabia (Riyadh) + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Providing transition planning and services to students with emotional disturbance (ED) can enhance their success in postsecondary education, employment, and independent living. This qualitative study explores how special educators in Riyadh, the capital city of the Kingdom of Saudi Arabia (KSA), perceive the necessity of promoting transition services for high school students with ED and developing important aspects to implement these services. Study participants were ten special educators majoring in ED who were purposefully sampled from a special education graduate program. The results indicate that all study participants believe there is a need to promote transition services in Saudi schools to support students with ED. The results also highlight four fundamental foundations that educators want to develop to promote the implementation of transition services in Saudi schools: the regulation of special education, transition assessment tools, transition teamwork, and teacher professional development programs in transition. Recommendations for future research are discussed as well. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01