Universal Design for Transition to Post-Secondary for Female Students with Intellectual Disabilities from the Perspective of Their Teachers

Alfozan, Sarah Khalid; AlKahtani, Mohammed Ali

doi:10.21608/jsre.2022.139342.1473

Universal Design for Transition to Post-Secondary for Female Students with Intellectual Disabilities from the Perspective of Their Teachers

Document Type : Original Article

Authors

¹ Special Education Department, College of Education, King Faisal University, Alahssa, Kingdom of Saudi Arabia

² Special Education Department, College of Education, King Saud University, Riyadh, kingdom of Saudi Arabia.

10.21608/jsre.2022.139342.1473

Abstract

This study aimed to identify the views of female teachers teaching students with intellectual disabilities on using Universal Design for Transition to post-secondary within intellectual education programs, identify the obstacles facing using the Universal Design for Transition and factors that may help to use it from participants perspective. To achieve the objective of the study, a qualitative (interpretive) research methodology was used, and data were collected by conducting seven semi-structured interviews with female teachers teaching students with intellectual disabilities in intellectual education programs in one of the governorates of the Eastern Province. Afterwards, data were analyzed using Thematic Analysis. The results of the study revealed that the participants support using the Universal Design for Transition as it is compatible with the current stage experienced by female students with intellectual disabilities, in addition to the fact that it is based on the principles of the Universal Design for learning and evidence-based transitional practices. Furthermore, the results highlighted that there are many obstacles can be encountered when using the Universal Design for Transition, including: school obstacles, administrative obstacles and social obstacles. At the end, the results of the study listed a number of factors that may help to use it, the most important of which were school factors, administrative factors and social factors.

Keywords

Main Subjects

Education

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