An Evaluation of Transition Services in Learning Disabilities Programs from the Perspectives of Teachers in Jeddah

Abstract

This study aimed to evaluate the current provision of transition services in learning disabilities programs from the perspectives of learning disabilities teachers in Jeddah. Specifically, it sought to identify the transition services provided, explore the challenges associated with their provision, and examine proposed solutions for improving their quality. A qualitative research approach was employed, using semi-structured interviews to collect data from eight participants: four male and four female learning disabilities teachers working at intermediate and secondary schools in Jeddah. The findings revealed that academic transition services were the most prominent in current practice, whereas vocational and independent living services were less frequently implemented. The findings also indicated the absence of a clear and standardized mechanism for implementing transition services, with some practices relying on teachers’ individual initiatives, alongside limited community partnerships and coordination among relevant stakeholders. Key challenges included heavy workloads, limited resources, insufficient coordination with general education teachers, varying levels of awareness among students and parents, lack of continuity across educational stages, and the unavailability of learning disabilities programs in some secondary schools. The findings highlighted the need for a clear organizational framework for transition services, specialized teacher training, stronger collaboration among schools, families, and community organizations, and improved follow-up mechanisms to support service continuity and enhance the quality of transition services.