Barriers and facilitators to implementing transition services for students with intellectual disabilities in the kingdom of Saudi Arabia: A systematic review

Abstract

In the Kingdom of Saudi Arabia, a deficiency exists in comprehensive assessments of transitional programs and services tailored for students with intellectual disabilities. The present research is a systematic review to discuss the barriers to planning and implementing transitional services for students with intellectual disabilities in the Kingdom of Saudi Arabia and possible facilitators. Consequently, a thorough systematic review and exploration were conducted across ERIC - ProQuest, Education Journals - ProQuest, Google Scholar, EBSCO, Web of Science, and Scopus. The findings spotlighted various barriers from the perspective of stakeholders, categorising them as educational, familial, societal, and functional barriers. Among these, educational obstacles emerged as the most significant challenges impeding the employment prospects of students with intellectual disabilities. The results further disclosed several suggested facilitators to address these challenges, encompassing educational interventions and collaborative practices. This study furnishes decision-makers in the Kingdom, along with professionals in the realm of special education and parents, with valuable insights into the prevailing challenges illuminated by recent studies in the field, as well as the most prominent proposed solutions.

Keywords

Kingdom of Saudi Arabia students with intellectual disabilities systematic review transition services

Introduction

The transition from high school to post-secondary education or employment is a critical juncture for all young students. For young students with disabilities, the importance of transition services becomes even more pronounced (Gargiulo & Bouck, 2016). These services span a range of activities that are carefully tailored to their needs and preferences, facilitating their transition to post-school life (US Department of Education, 2020). This transition to post-secondary settings has emerged as a focal point of anxiety and a key topic of research (AlAtawi, 2020), as it is considered the beginning of a difficult phase for students with intellectual disabilities (Rooney, 2016; AlQahtani & Alquraini, 2017; Almalki, 2020).

The difficulties faced by students with intellectual disabilities during this transition period was recognized by US federal education legislation in 1983. Specifically, it revealed poor vocational outcomes and a notable unemployment rate of 75% for these students, leading to redoubled efforts to prepare them for post-school life (Alnahdi, 2013; Kohler & Field, 2003). Although the Individuals with Disabilities Education Act emphasizes that an Individual Transition Plan (ITP)should be included in Individualized Educational Programs (IEP) for students from the age of 16, their vocational outcomes have not significantly improved since the 1990s (Cimera et al., 2014). Indeed, students with intellectual disabilities often face an uncertain future after school, with limited opportunities for further education or employment compared to their peers without disabilities (AlFawzan & AlQahtani, 2022; Ellenkamp et al., 2016; Foley et al., 2012).

Saudi Arabia has demonstrated its commitment to providing services to students with intellectual disabilities through royal decrees such as M/73 and M/27, which guarantee their right to prevention, care, rehabilitation, education, and training services (Disabled Welfare Law, 2000; System on the Rights of Persons with Disabilities, 2023). These students receive education and services in special education institutes or partially integrated classes in general education schools (Aldosari & Alzhrani, 2024) in order to achieve success in post-school environments (Abu-Alghayth et al., 2022). The primary policy document for providing services to students with intellectual disabilities in the Saudi Arabia, the Regulatory Guide for Special Education Institutes and Programs, emphasizes IEP formulation and transitional services (Ministry of Education in Kingdom of Saudi Arabia, 2015). AlQuraini (2018) confirmed that the Saudi legislation is the only Arab legislation that refers to transitional services. It stipulates that students with disabilities should be prepared through post-secondary programs and work programs with their peers without disabilities, involving a coordinated set of activities designed to prepare them for the transition from one stage or environment to another—especially from school life to general life activities (Ministry of Education in Kingdom of Saudi Arabia, 2002). According to the legislation, the designers of the IEPs should determine the nature, delivery, duration, and benefits of the transition programs (Ministry of Education in Kingdom of Saudi Arabia, 2015).

Based on the guidelines of the Special Education Department of the Ministry of Education, transition services are first offered to students with intellectual disabilities during the first semester of the final year of secondary school, during which they receive instruction from their teachers in critical workplace skills such as social skills, communication, teamwork and time management. This is followed by full-time training in specific occupations during the last half of the year (Almalki, 2021).

Despite this legislation, there is still a noticeable gap in the provision of transition services for students with intellectual disabilities in Saudi Arabia, as well as a marked lack of inclusion in the IEPs (AlFawzan & AlRawi, 2019; Almalki, 2020; Almalki, 2021). The provision of transition services begins at the secondary level, where simple life goals—written by the special education teacher only—are not necessarily related to the future of these students and do not guarantee a successful transition after school. This may be due to the lack of pre-service teacher preparation for this transition, which limits the teachers’ ability to write a transition plan that serves the post-school phase (Deardorff, 2020). There is still no in-school transition team that brings together a transition specialist, a transition coordinator, family members, and other transition professionals to plan and implement these services (AlFawzan & AlRawi, 2019). There is also a clear lack of interagency collaboration with interagency, which are limited to providing vocational training that is not mandatory for all students.

Regarding employment for individuals with intellectual disabilities in Saudi Arabia, the Disability Welfare Law mandates that all individuals with disabilities receive training and rehabilitation services, as well as appropriate training courses (The Ministry of Education, 2006). However, individuals with intellectual disabilities still face limited post-secondary options, with few transitioning into employment (AlDosari, 2016). Although the state offers incentives to organizations that obtain a disability-friendly work environment certificate, where a worker with a disability is counted as four workers in the Emiratization Incentive Program (Ministry of Human Resources and Social Development, 2019), few individuals with intellectual disabilities successfully move into the workforce (AlDosari, 2016). Moreover, while some leading local universities provide access to university education for students with disabilities, these students largely remain outside this system (AlNaim, 2024), which means that the majority of them will remain at home after secondary school. The General Authority for Statistics (2017) also revealed that only 24.46% of students with intellectual disabilities received transitional services, resulting in an alarming unemployment rate of 71% among the working-age disability community (AlAtawi, 2020). These occupational outcomes make evident the impact of high school on these students, which extends beyond high school; they indicate the need for greater attention to post-school preparation and research in the field of transition services to address these barriers and enhance transition outcomes.

This systematic review seeks to (a) identify barriers to the implementation of transitional services in the Kingdom of Saudi Arabia (KSA), and (b) suggest facilitators to address them. This review was conducted in response to the need to address the reality of these services, thereby contributing to the promotion of transitional services for effective participation in society and reflect positively on Saudi society. In addition, the review provides recommendations for decision makers, field workers, and parents to support the successful transition of students with intellectual disabilities.

Methodology

Search strategy

On May 30, 2023, we searched six databases: ERIC-EBSCO, Google Scholar, ERIC-ProQuest, Web of Science, Scopus, and AlMandumah, using a search string, including terms related to transitional services and programmes for students with intellectual disabilities in two languages (see Table 1). Additionally, we manually checked reference lists of included articles for further studies.

Table 1.

Search terms EBSCO ، Google Scholar ERIC- ProQuest, Web of Science، Scopus and AlMandumah.

Concept	Search words
Transitional services	Transitional services, Transitional programs, Transitional plans
Intellectual Disability	Mental Retardation, Intellectual Disability
Barriers	Barriers, Challenges, Hurdle
Facilitators	Solutions, Facilitators Perspectives, Suggestions

Eligibility criteria

To finalise the article selection, four inclusion criteria were applied across titles, abstracts, and full documents: (a) Focused on barriers and facilitators to transitional services for students with intellectual disabilities in KSA, exploring perspectives of employers, parents, or students with intellectual disabilities; (b) Utilised qualitative, quantitative, or mixed-method designs; (c) Published in English or Arabic; (d) Appeared in peer-reviewed scientific journals between 2012 and 2023, with accessible full-text.

Exclusion criteria

Exclusions were applied for studies that: (a) did not specifically focus on intellectual disability; (b) were conducted outside KSA; (c) addressed unrelated issues; (d) were not electronically published books, research, or articles; and (e) were not scientifically peer-reviewed conference proceedings.

Study selection and procedures

The initial search yielded 8,736 articles, reduced to 3,894 after removing duplicates. The first screening, done by the researcher, was validated by a second researcher reviewing 50% of the articles, resulting in a 98% agreement rate. Disagreements were resolved through discussion. The first screening based on titles and abstracts left 200 articles for review. The second screening, involving full-text reviews, narrowed it down to 19 articles, with a 100% agreement rate among reviewers. The final selection, after applying inclusion and exclusion criteria, comprised 19 eligible references.

Data collection focused on results related to barriers and facilitators in providing transitional services for students with intellectual disabilities. This information was summarised in a table, including author and year of publication, sample, research methodology, tools used, and results.

Results

What are the barriers to implementing transitional services for students with intellectual disabilities in the KSA from the perspective of stakeholders?

Table 2 summarizes the barriers identified by stakeholders (teachers, parents, supervisors, vocational practitioners, and employers). These barriers fall into four categories: educational, family-related, society-related, and work-related barriers.

Table 2.

Sample, methodology, instruments, and results of the studies under reviews

Authors and publication date	Sample	Methodology	Instruments	Summary of Results
AlHarbi and Talafha (2023)	(100) intellectual disability teachers	quantitative	Questionnaire	Barriers included insufficient educational resources, limited opportunities for learning, lack of school team members, and weak cooperation between school administration and transitional program teams. Solutions involved the development of assessment tools and vocational training programs tailored to students’ eligibility for work.
AlShuail (2023)	8 teachers for students with intellectual disabilities and autism	qualitative	Semi-structured interview	Barriers included weak transitional plans, cooperation issues among authorities, inadequate teacher qualifications, absence of tools for skill development, failure in implementing integration, and teacher reluctance to involve students with disabilities with their peers. Solutions emphasized enhancing school equipment, implementing integration, improving teacher efficiency, developing curricula, and fostering collaboration with employment agencies.
Almorgi and AlAsim (2023)	63 Parents of students with intellectual disabilities	Mixed (blended)	Questionnaire and interview	Barriers included weak family-authority cooperation, lack of family awareness about transportation services, poor performance among disabled students, and insufficient funds for training. Solutions called for improving school equipment, implementing integration, enhancing communication with authorities, and raising awareness in the community and families.
AlFawzan and AlQahtani(2022)	(7) Teachers for students with intellectual disabilities	qualitative	Semi-structured interview	Barriers included inadequate planning of transition services for girls, lack of accountability and insufficient support. Solutions included improving school facilities, promoting integration, and increasing teacher effectiveness, curriculum development, communication with school, professional development, building stronger relationships with employment agencies and promoting community and family awareness.
AlSharbi and AlHuwaiti (2022)	Six special education teachers	qualitative	Semi-structured interview	Barriers included the system and curriculum quality, and teacher competencies were noted, along with family overprotection and negative social attitudes. Solutions included institutional development, community communication, professional development, creating an appropriate educational environment, and providing comprehensive support for students.
AlQudah and AlOtaibi (2022)	(73) Parent	quantitative	Questionnaire	Barriers included a lack of community awareness, insufficient infrastructure and qualified teachers, ineffective family participation, and limited cooperation from official bodies. Solutions included institutional development, community communication, professional development, and an appropriate educational environment, along with comprehensive support for students.
AlGhubaishi and Hanafi, (2022)	(111) teachers of students with intellectual disabilities	quantitative	Questionnaire	Barriers included low financial and technical support, lack of appropriate equipment, inadequate team members, and insufficient administrative staff, poor academic content in transition plans, poor teacher competency, and lack of a multidisciplinary team.
AlDosari and Almalki, 2022	(97) teachers, and (15) intellectual education supervisors	quantitative	Questionnaire	Barriers included a focus on academic skills over transitional skills in student educational plans, staff are overburdened with other responsibilities, and the absence of a multidisciplinary teamز
Almalki (2021)	(11) Teacher for students with intellectual disabilities	qualitative	Semi-structured interview	Barriers included insufficient preparation in special education teacher programs, lacking service policies, weak student transition plans, and insufficient collaboration between schools, families, and community business agencies. Solutions involve enhancing special education teacher preparation programs, formulating transfer systems and policies, focusing on student transition plans, fostering cooperative practices among relevant authorities, and establishing a vocational training system for students with intellectual disabilities.
Almugren (2020)	Four parents, three teachers and three employers	qualitative	Semi-structured interview	Parents note a lack of transportation services and teachers’ attention, while teachers highlight deficiencies in workplace transitional services and a lack of training for employees with intellectual disabilities. Employers’ express concerns about qualifications, preparation, and communication challenges for employees with intellectual disabilities.
AlAtawi, 2020	(30) intellectual education teachers (29) parents	quantitative	Questionnaire	Barriers included parents citing a shortage of educational staff and limited transportation services. Teachers express concerns about increasing numbers of students with disabilities, insufficient services, and a lack of family cooperation with the school.
Al-Leqani and AlDakhil (2019)	(24) teachers for students with intellectual disabilities	quantitative	Questionnaire	Students with intellectual disabilities lack awareness of post-secondary educational opportunities and face challenges in family communication, vocational training, and preparation for independent living. Teachers’ encouragement is lacking, and families lack information about their children’s lives and suitable training institutions. Solutions include vocational training for female students, attention to post-secondary education in relevant specializations, and providing entertainment for an improved quality of life.
AlFawzan and AlRawi (2019)	4 Teacher for students with intellectual disabilities	qualitative	Semi-structured interview	Barriers included weak local community services for employment, insufficient budget for transportation services, weak transitional plans, absence of a multidisciplinary team, lack of infrastructure and transportation means, and negative attitudes and economic challenges among some families.
Alanazi (2018)	15 parents, employees of a vocational rehabilitation centre, and employers	qualitative	Semi-structured interview	Barriers included parents’ lack of awareness about the rights of children, inadequate communication and coordination among various entities, and concerns about their training and subsequent employment.
AlFawzan and AlRawi (2018)	(43) teachers for students with intellectual disabilities	quantitative	Questionnaire	Barriers included negative expectations from special education teachers about cooperation with relevant parties, whether governmental or private. Weaknesses in teacher preparation programs and insufficient facilities for the school team to provide transitional services.
Almutairi (2018)	five special education teachers and six vocational rehabilitation practitioners	qualitative	Questionnaire, focus group discussions, chart analysis, and student interviews	Barriers included families neglecting students’ needs, low expectations for those with intellectual disabilities, insufficient teacher and practitioner qualifications and training, lack of funding for transitional services, difficulties in acceptance into educational settings, jobs, and society, and limited cooperation between agencies and institutions. Solutions focus on the imperative involvement of all relevant parties in planning transitional service programs and professional development for teachers and improvements to the school environment.
Alquraini (2017).	(153) teachers for students with intellectual disabilities	quantitative	Questionnaire	Barriers included deficiencies in professional development programs for transitional services, insufficient cooperation among community agencies, and shortcomings in the competencies of transitional services in special education teacher preparation programs at Saudi universities.
AlDosari (2017)	(176) of special education teachers and principals of students with disabilities, ten parents	Mixed (blended)	Questionnaire and interview	Barriers included a lack of coordination between schools and businesses for job placements, inadequate community services and resources, insufficient community-based vocational education programs, ineffective systems for following transition planning, and a lack of administrative support for funding transition services.
Alnahdi (2012)	(369) teachers for students with intellectual disabilities	quantitative	Questionnaire	Barriers included teachers feeling unprepared to provide transition services, limited employment opportunities, and perceived reluctance by employers to hire youth with intellectual disabilities are the challenges. Solutions focus on developing student plans and exposing students to real job opportunities through practical experiences.

Educational barriers

Organizational procedures

Teachers of students with intellectual disabilities emphasized that there are deficiencies in the planning and delivery of transitional services (AlFawzan & Al-Qahtani, 2022; AlFawzan & AlRawi, 2019), including deficiencies in the preparation and implementation of individual transition plans (AlGhubaishi & Hanafi, 2022), the lack of a multidisciplinary team involved in planning (AlFawzan & AlRawi, 2019), and the failure to include local community organizations in the planning process (AlFawzan & AlRawi, 2019). The lack of binding legislation for transitional services is also an important educational barrier related to the organizational procedures of planning (AlFawzan & AlRawi, 2019). Current manuals and regulations do not include a formal definition of transitional services, while transitional services are mentioned in only a few lines, and it is not explained how schools should provide transitional services according to the regulations (Almalki, 2021). This shows the inadequacy of the systems to follow up on transition planning (AlDosari, 2017), which results in teachers’ inability to follow up on the implementation of transition plans outside the school due to their commitment to tasks within the school (AlDosari & Almalki, 2022). Teachers also confirm that there is a lack of follow-up from the supervisory authorities in the Department of Special Education on the inclusion of ITP within IEPs for students with intellectual disabilities (Al-Leqani & AlDakhil, 2019). Internal or external supervisors do not require teachers to include the ITP in the IEPs (Almalki, 2021), which leads to a lack of accountability for the implementation of these services within schools (AlFawzan & Al-Qahtani, 2022). Lack of funding is also an important obstacle, as seven studies confirmed the weak financial budget allocated for transitional services for students with intellectual disabilities (e.g., AlAtawi, 2020; AlSharbi & AlHuwaiti, 2022; AlQudah & AlOtaibi, 2022).

Student transition plan content

AlFawzan and Al-Qahtani (2022) pointed out that the current Individual Education Plan includes goals related to simple daily living skills, especially self-care, which do not challenge the abilities of students with intellectual disabilities, nor do they prepare them for the multiple areas of transition after secondary school. When AlDosari and Almalki (2022) reviewed individual education plans, it was clear that they focused on academic rather than transition goals. In addition, in AlSharbi and AlHuwaiti’s (2022) study, teachers confirmed that the weakness of some skills included in the curriculum is one of the obstacles preventing the provision of transitional services, as they focus on purely academic skills or are insufficient because they are at the cognitive level of female students. Moreover, the study by Al-Leqani and Al-Dakhil (2019) revealed shortcomings in training for family life and a lack of programs assisting students with intellectual disabilities in transitioning to university education.

Teacher/practitioner shortcomings

Several studies highlighted deficiencies in teachers and practitioners/specialists concerning transitional services for students with intellectual disabilities. The shortage of teachers and practitioners was addressed in 11 of the selected studies. The lack of qualified people to train students with intellectual disabilities on transitional services (AlAtawi, 2020; AlQudah & AlOtaibi, 2022) and the lack of training for staff on intellectual disabilities (Almugren, 2020) are some of the most important barriers to transition. Teachers in Alnahdi’s (2012) study reported that they felt unprepared to provide transitional services. Teachers also demonstrated little or no knowledge about the requirements of transitional services (Almalki, 2021). Teachers' lack of professionalism leads to ignorance of ITPs, as teachers do not write them (Almalki, 2021). AlSharbi and AlHuwaiti (2022) pointed out that there are deficiencies in the preparation and professional development of teachers in relation to the provision of pre-service transitional services. There is also a weakness in the knowledge and skills of special education teachers, as they receive insufficient guidance in their university preparation programs on implementing appropriate ITPs for these students (AlFawzan & AlRawi, 2018). Almalki’s (2021) study found that there is a weakness in the preparation programs of special education teachers, with insufficient qualifications and knowledge of special education teachers about the concept of transitional services and how to provide them, as well as how to prepare an ITP for inclusion in IEPs. This is also confirmed by Alquraini’s (2017) study, showing deficiencies in the competencies of transitional services provided in special education teacher preparation programs in Saudi universities. Regarding the professional development programs in the field of post-service transitional services, AlSharbi and AlHuwaiti’s (2022) study found that there are deficiencies in the preparation and professional development related to the provision of in-service transitional services. This includes a lack of training courses and workshops offered by education departments in the area of preparing transition plans for students (AlFawzan & AlRawi, 2018). Relevant training should extend beyond teachers and professionals to include school principals, counselors, and staff across the Ministry of Education (Almutairi, 2018). This has led to a shortage of qualified team members and administrative staff in post-secondary transition (AlGhubaishi & Hanafi, 2022; AlHarbi & Talafha, 2023; AlAtawi, 2020), as well as a lack of multidisciplinary teams in schools to implement individualized plans for students with intellectual disabilities (AlDosari & Almalki, 2022; AlFawzan & AlRawi, 2019).

School environment deficiencies

The selected studies addressed deficiencies in the school environment, emphasizing the lack of equipment and infrastructure for transitional services. Studies have pointed to the lack of activities that facilitate the transition process, such as vocational workshops (AlFawzan & AlRawi, 2019); the lack of appropriate school equipment that suits the needs of students (AlGhubaishi & Hanafi, 2022); and the lack of educational aids in the school related to the transition plan (AlHarbi & Talafha, 2023), such as laptops (Almugren, 2020). All of these contributed to the lack of facilities for school team members to provide transitional services (AlFawzan & AlRawi, 2018). Moreover, the continuous increase in the number of students and the lack of sufficient special classes for them led to the lack of suitable places for vocational training, inadequate infrastructure for students' mobility disabilities, and the lack of transport and mobility services (AlFawzan & AlRawi, 2019). This was confirmed by a study by AlQudah and AlOtaibi (2022), which pointed to the lack of buildings, infrastructure, and technical equipment to train students with intellectual disabilities on transitional services, all of which contributed to the limited transitional service programs (AlAtawi, 2020).

Family barriers

Studies identified challenges related to the families of students with intellectual disabilities, focusing on two key categories: (1) negative attitudes and lack of awareness among families and (2) ineffective family participation. Overprotection and negative attitudes of some families toward their children with intellectual disabilities (AlSharbi & AlHuwaiti, 2022) are major barriers that limit these students from benefiting from transition. Economic hardships faced by these families further compound the challenges (AlFawzan & AlRawi, 2019). With regard to effective family participation, a study by AlQudah and AlOtaibi (2022) found that family participation was ineffective in training people with intellectual disabilities on transitional services (AlQudah & AlOtaibi, 2022). For example, Almugren’s (2020) study indicated that families do not train their children with intellectual disabilities on how to use computers and fail to communicate with vocational training centers (Al-Leqani & AlDakhil, 2019). Many families also ignore the needs of children with intellectual disabilities because they believe that their children are not capable of training and independence (Almutairi, 2018). This disregard can also be explained by the lack of awareness among parents regarding the rights of their disabled children (Alanazi, 2018). This is due to the fact that there is a lack of information about life preparation for their children and the services available to them in the community that facilitate their transition to post-secondary education (Al-Leqani & AlDakhil, 2019).

Societal barriers

A lack of community awareness

Societal inertia toward intellectual disability (AlAtawi, 2020; AlGhubaishi & Hanafi, 2022) and related issues (AlQudah & AlOtaibi, 2022), including a lack of awareness of the importance of transitional services provided to people with intellectual disability (AlGhubaishi & Hanafi, 2022), are among the barriers emphasized by the selected studies. People with intellectual disabilities face difficulties in acceptance in educational settings, jobs, and society in general (Almutairi, 2018), due to society's lack of acceptance of this group to participate in all community activities (AlSharbi & AlHuwaiti, 2022), which may extend to the workplace (Almugren, 2020). Such negative societal attitudes directly impact students’ acceptance and success in the transition phase (AlFawzan & AlRawi, 2019).

Weak cooperative practices and community partnerships

Ineffective collaborative practices and community partnerships also present significant barriers. These involve insufficient communication and coordination among different entities (Alanazi, 2018), reflecting a lack of collaboration between schools, families, and community business agencies (Almalki, 2021; Al-Leqani & Al-Dakhil, 2019; AlFawzan & AlRawi, 2019). This includes a deficiency in official and non-official agency collaboration in training students with intellectual disabilities in transitional services (AlQudah & AlOtaibi, 2022; Almutairi, 2018; Alquraini, 2017), leading to poor coordination between schools and companies in employing students with intellectual disabilities (AlDosari, 2017).

Work-related barriers

Student-related obstacles

Concerning challenges related to the transition to work, viewpoints from parents, teachers, and employers emphasised the insufficient qualification of students with intellectual disabilities due to inadequacies in their preparation and training before entering the workforce (Almugren, 2020). These students also lack awareness of educational opportunities post-secondary stage (Al-Leqani & AlDakhil, 2019) and face difficulties in accessing higher education due to a misalignment between their abilities and the stage’s requirements (AlFawzan & AlRawi, 2019). The inadequate qualification of students with intellectual disabilities can be attributed to the limited opportunities for them to learn in realistic conditions, hindering their acquisition of actual work experience necessary to master trained skills (AlHarbi & Talafha, 2023).

Work environment

Deficiencies in local community services related to employment pose significant barriers in the work environment (AlFawzan & AlRawi, 2019). Studies indicate a lack of suitable training institutions for students with intellectual disabilities (Al-Leqani & AlDakhil, 2019). Challenges also exist regarding institutions’ and agencies’ attitudes towards the work capabilities and productivity of students (AlFawzan & AlRawi, 2019), expressing concerns about their training and subsequent employability (Alanazi, 2018). Alnahdi (2012) found a lack of job opportunities for students with intellectual disabilities once they've graduated, with employers reluctant to hire them. Communication difficulties between employees with intellectual disabilities and their colleagues during work further compound the challenges (Almugren, 2020). Lastly, the absence of supportive services suitable for students with intellectual disabilities in community institutions serves as an obstacle to their mobility (Al-Leqani & AlDakhil, 2019).

What are the proposed facilitators to meet the challenges of implementing transitional services for students with intellectual disabilities in the KSA from the perspective of stakeholders?

The findings of the examined studies suggest that various facilitators have been proposed to tackle the difficulties in delivering transitional services, as perceived by stakeholders (see Table 2). These facilitators, in turn, can be categorized into two primary groups: Educational facilitators and facilitators related to cooperative practices

Educational facilitators

Formulating transition plans for students

The results of AlHarbi and Talafha’s (2023) study emphasized the need to improve the appropriate assessment tools used in the plan because it is the first step toward identifying student needs and deficiencies that need to be addressed in the ITPs. Also, specialists from abroad should be used during the implementation of the plan in accordance with the professions in which the students are trained—for example, using people specialized in handicrafts to provide workshops and courses for students (AlFawzan & AlRawi, 2019). AlFawzan and AlQahtani’s (2022) study indicated that developing the goals included in the ITPs is an important factor that contributes to overcoming obstacles, and this development includes all academic, skill, and social aspects. The plan should include academic and transition goals that are appropriate to the current level and needs of female students on the one hand and the principles of Universal design for transition (UDT) on the other hand. Also, curricula should be restructured to focus on academic skills related to real life and designed in a functional way that serves the student in the transition phase (AlSharbi & AlHuwaiti, 2022). In addition, psychological support and the training of independence skills should be included in the curriculum as some of the areas of the transition process (AlSharbi & AlHuwaiti, 2022). Similarly, the curriculum should focus on developing students' social skills at a higher level to enable them to engage in society, such as focusing on interpersonal skills as supportive behavior for working in a job (AlSharbi & AlHuwaiti, 2022). Finally, one of the most important factors for the success of the transition is that the ITP should include exposing students to practical experiences or vocational courses (Alnahdi, 2012).

Fostering continuous professional development

Studies have emphasized the need to address the professional development of teachers so that they can make a successful ITP for students with disabilities (AlFawzan & AlQahtani, 2022; Almutairi, 2018). Almalki’s (2021) study emphasized the need to include transitional services for students with intellectual disabilities in undergraduate teacher preparation programs. Studies have also indicated the need for teachers to receive the necessary training to help them provide transitional services during their work (AlSharbi & AlHuwaiti, 2022; AlFawzan & AlQahtani, 2022). It is also necessary to support the professional development of school administrators by raising their awareness of the importance of transition and providing training courses that help them implement their tasks in the ITPs because they have a prominent role in the success of the transition process (AlFawzan & AlQahtani, 2022).

Enhancing the school environment

The need to improve the school environment within the school was emphasized by several studies (AlFawzan & AlQahtani, 2022; AlSharbi & AlHuwaiti, 2022; Almutairi, 2018). Both AlSharbi and AlHuwaiti (2022) and AlFawzan and AlQahtani (2022) indicated the need to provide a suitable learning environment within the school and the necessary physical equipment to provide transitional services by implementing computer labs (e.g., to provide students with computer skills) or by providing the necessary tools to establish sewing workshops and other activities. Another important aspect is supporting the integration of students with disabilities with general education students in non-academic aspects, as well as inclusive education within classes, even for one class (AlFawzan & AlQahtani, 2022). Finally, awareness at the school level about the importance of transitional services should be provided through special awareness sessions at school (AlSharbi & AlHuwaiti, 2022).

Facilitators related to cooperative practices

Studies have explored collaborative strategies for enhancing the success of transitional services for children with intellectual disabilities. AlSharbi and AlHuwaiti (2022) emphasized the importance of forging partnerships with civil society through out-of-school placements that foster effective communication between school, family, and society, thus providing valuable learning opportunities for high school students beyond the school premises. AlFawzan and AlQahtani (2022) highlighted the central role of family in the transition process and the need for families to be informed about the transition and to be actively engaged in cooperation with the school to achieve the transition goals. Furthermore, collaborative practices, including communication with special education administrators, monitoring teachers’ performance, and involving them in educational development, were identified as facilitators of successful transitional services (AlFawzan & AlQahtani, 2022).

Discussion

This study aimed to identify barriers to planning and implementing transition services for students with intellectual disabilities in Saudi Arabia, as well as to suggest facilitators to address these challenges. Four main themes emerged from the findings, which are discussed below: Policies to increase accountability, transition planning, preparation of special education teachers and administrators, and the importance of family partnership and interagency collaboration.

Policies to increase accountability

Saudi Arabia has prioritized the welfare of individuals with disabilities through various legislations and laws, such as the Disability Welfare Law (2000) and the issuance of organizational and procedural guides for special education (Ministry of Education in the Kingdom of Saudi Arabia, 2015). However, despite recent advancements in public services for people with disabilities and a focus on transitional services in Saudi legislation, the provision for students with intellectual disabilities remains inadequate (AlAtawi, 2020; AlGhubaishi & Hanafi, 2022).

The results of this study revealed several barriers to transition services, along with potential facilitators to address them. One significant barrier is the inadequacy of legislation regarding the planning and delivery of these services (AlDosari, 2017; AlFawzan & Al-Rawi, 2019). Alquraini (2017) emphasized that, apart from Saudi legislation, there is no Arab legislation addressing transition services. However, there is a clear deficiency in the planning and implementation of these services, primarily due to the lack of a comprehensive formal definition of transition services and guidelines on how schools should provide them (AlAtawi, 2020; AlFawzan & Al-Rawi, 2019; Al-Leqani & Al-Dakhil, 2019). This ambiguity may lead teachers and stakeholders to believe they are not formally obligated by supervisory authorities to provide transition services.

Furthermore, the findings indicated a lack of funding and appropriate school equipment related to mobility (AlFawzan & Al-Rawi, 2019). Teaching students with intellectual disabilities through direct experience is crucial for helping them acquire the knowledge and skills needed for successful transitions; its absence creates additional barriers. There is also a lack of activities that facilitate the transition process, such as vocational workshops (AlFawzan & Al-Rawi, 2019), largely due to insufficient accountability and follow-up by supervisory authorities on these plans and services (Al-Leqani & Al-Dakhil, 2019; Almalki, 2021).

Therefore, the Ministry of Education must establish specific, detailed, and binding guidelines for schools and related agencies that comprehensively address the transition process, from planning to implementation and ultimately to evaluating outcomes.

Transition planning

The current findings underscore the need to enhance the ITP content through the use of multiple assessment tools. ITP and services rely on assessment results, which gather diverse information from various sources—such as formative assessments, observations, interviews, and checklists—to formulate an effective transition plan (Scott & Bruno, 2018; Thoma et al., 2009). Assessments are essential for identifying the specific needs of students to be addressed in transition plans, and it is important to diversify the assessment tools to accommodate the different preferences and needs of students. The results from these assessments provide the IEP transition team with the necessary information to make informed decisions about transition outcomes and the annual goals that will guide students toward achieving those outcomes (Scott et al., 2011).

Furthermore, the results highlighted the necessity of including academic and transition goals that align with the student's current level and needs, while also adhering to the principles of the UDT framework (AlFawzan & AlQahtani, 2022). Linking academic and transition goals is particularly relevant at the secondary level, as it prepares students for post-school transitions and supports their future aspirations in areas such as employment, independent living, and community engagement. This connection emphasizes the significance of these goals and their impact on the lives and personal growth of students, making them relevant to real-world applications and future aspirations. The objective of secondary education is to equip students with intellectual disabilities with the knowledge and skills necessary for success in post-secondary environments by connecting academic content to practical, actionable post-school outcomes (Scott et al., 2011; Test & Shanley, 2017). Notably, this alignment with academic and transition goals is consistent with the Individuals with Disabilities Education Act IDEIA, which ensures that all students graduate from secondary school with a solid academic foundation and effective planning for their future across multiple transition areas (Scott et al., 2017).

The UDT framework serves as a supportive structure for linking academic and transition goals, grounded in the principles of Universal Design for Learning (UDL) and evidence-based transition practices (EBTPs) (AlFawzan & AlQahtani, 2022). Its application promotes inclusive education that facilitates successful transitions into integrated work environments. Scott et al. (2017) noted that utilizing this framework ensures that EBTPs support both academic achievement and the transition to adult life, reinforcing the UDL principle of multiple modalities tailored to meet students' needs and preferences. This approach aids students with intellectual disabilities in better learning academic content and understanding its relevance to their adult life goals. Additionally, Alquraini (2018) emphasized the role of UDT in creating accessible opportunities for students related to educational services linked to their transition to post-secondary education.

In this context, the findings also confirm the need to restructure the current curriculum to better serve students with intellectual disabilities during the transition phase (AlSharbi & AlHuwaiti, 2022). The existing curriculum is not adequately designed to meet the abilities and needs of these students at the secondary level, focusing primarily on academics, which does not address all their transition needs. There is a critical need to prepare them for independent living, employment, and other transitional areas. This finding aligns with Alnahdi et al. (2024), who emphasized that current curricula for students with intellectual disabilities at the intermediate and secondary levels do not sufficiently develop academic and life skills.

On another note, the results indicated the necessity of improving the educational environment in schools to facilitate the successful transition of students with intellectual disabilities into inclusive settings. This improvement involves equipping schools with the necessary physical and technological resources for post-school transitions (AlSharbi & AlHuwaiti, 2022; Almutairi, 2018; AlFawzan & AlQahtani, 2022). Technology can effectively meet the needs and preferences of students with intellectual disabilities, enhancing their transition across various fields, especially in the workforce, where many jobs increasingly rely on technology. The findings also stress the importance of integrating students with intellectual disabilities with their general education peers in classrooms (AlFawzan & AlQahtani, 2022), rather than the current practice of limited integration during recess. This approach aligns with contemporary educational practices that advocate for inclusive education as a means to prepare students with intellectual disabilities for community engagement and successful life transitions.

Preparing special education teachers and administrators

It has been found that there is a shortage of qualified teachers to provide transition services for students with intellectual disabilities (AlAtawi, 2020; AlQudah & Al-Otaibi, 2022; Alnahdi, 2012). This may be due to inadequate pre-service and in-service preparation, hence the need for in-service training to increase their knowledge of transition services and their various areas of provision, as such training plays a role in developing the competencies of teachers of students with intellectual disabilities and addressing their skill deficits, making them qualified and capable of planning and implementation. The quality of this preparation is reflected in their students and the achievement of their post-school goals. These courses and workshops will help to increase teachers' knowledge of best practice in transition planning and improve their ability to create transition plan components that are aligned with students' abilities to achieve a successful transition (Deardorff, 2020).

Additionally, the findings underscored the importance of providing professional development for school administrative staff and raising their awareness of post-school transition issues. This support is vital for facilitating teachers' work and ensuring the successful transition of students with intellectual disabilities. Relevant training programs should be developed to educate administrators about the impact of planning and implementing transition services and the use of inclusive educational practices, such as the UDT framework. This is important because school administration plays a critical role in supporting the implementation of these practices.

This finding aligns with Scott & Puglia (2018) and Thoma et al. (2016) study, which highlighted the need to address barriers to the use of UDT by providing guidance to school administrators on the positive impact of inclusive educational practices. Additionally, removing obstacles within the school environment can grant teachers greater flexibility in applying methods that link academic and transitional goals.

Family partnership and interagency collaboration

Barriers related to the families of students with intellectual disabilities have been identified, including a lack of cooperation and effective engagement with schools, as well as overprotectiveness and negative attitudes toward their children’s abilities. These issues may stem from parents’ limited awareness of their children's rights (Alanazi, 2018) and a belief that their children are incapable of training for and living independently (Almutairi, 2018). Consequently, these families often lack information about life preparation and available community services that facilitate transitions to post-secondary education (Al-Leqani & AlDakhil, 2019). This finding highlights the crucial role families play in shaping their children's futures; their awareness, expectations, and attitudes—whether positive or negative—significantly impact their collaboration with teachers in preparing and providing transition services.

Furthermore, the lack of collaboration between schools, families, and community agencies (Almalki, 2021; Al-Leqani & AlDakhil, 2019; AlFawzan & AlRawi, 2019) may reflect broader community attitudes toward individuals with intellectual disabilities, including their participation in community activities (AlSharbi & AlHuwaiti, 2022; Almutairi, 2018). This lack of acceptance extends to the workplace, where barriers related to individuals’ characteristics and their limited professional qualifications are evident. These limitations are likely due to insufficient opportunities for students to gain real-world work experience outside of school (Alharbi & Talafha, 2023), coupled with a lack of teacher qualifications and insufficient educational regulations and policies regarding interagency collaboration—an evidence-based predictor of post-school success for young people with intellectual disabilities (Plotner et al., 2022; Test et al., 2009).

Consequently, community partnerships and interagency collaboration are vital for the success of these students, aiding in their post-school transition goals and enhancing their quality of life after graduation (Meadows et al., 2014; Plotner and Dymond, 2017). The Individuals with Disabilities Education Act IDEIA emphasizes the importance of including out-of-school stakeholders in ITP meetings, specifically representatives from agencies that will provide services to students’ post-graduation (Thoma et al., 2016). Such collaboration can help students with intellectual disabilities identify training opportunities in real-life transition settings during high school.

These findings align with Saudi Arabia's Vision 2030, which aims to provide individuals with disabilities access to employment opportunities and appropriate education that ensures their independence and inclusion in society. By equipping them with the necessary tools for success (Saudi Arabia's Vision 2030, 2016), teachers can incorporate essential job-related skills into ITPs facilitating out-of-school learning opportunities for secondary students. This approach aims to improve transition outcomes and help combat unemployment for these individuals (AlAtawi, 2020).

Conclusion

In summary, transitional services for students with intellectual disabilities stand out as a contemporary and indispensable facet of their overall well-being. These services play a pivotal role in enhancing the independence and self-determination skills of this group, underscoring their importance in fostering a sense of autonomy and inclusion. The systematic study delves into the intricacies of transitional planning for students with intellectual disabilities in KSA, uncovering significant barriers and proposing viable facilitators.

The research findings highlight the nuanced and multifaceted nature of implementing transitional services, emphasising the necessity for a comprehensive and collaborative approach. This involves the adoption of modern educational systems that are adaptive to the unique needs of students, the establishment of practical procedures for effective implementation and monitoring, and the cultivation of open communication channels with all relevant stakeholders. Such a holistic approach ensures that students not only have access to transitional services but also can fully benefit from them, maximising their potential for successful integration into various aspects of society.

To conclude, addressing the identified barriers and leveraging proposed facilitators necessitates the active involvement of diverse stakeholders, including policy makers, educators, service providers, families, and, most importantly, the students themselves. Collaborative efforts are crucial for the successful implementation of transition services in KSA, working towards empowering students with intellectual disabilities to realise their latent/full potential. This empowerment extends to their ability to pursue education and employment, actively engage in their communities, and ultimately lead independent lives. Through this collective commitment, the aim is to create an inclusive environment that supports the holistic development and integration of students with intellectual disabilities into society.

Footnotes

Declaration of conflicting interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

ORCID iD

Sarah Alfawzan

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