Vocational rehabilitation services and career readiness for individuals with intellectual disability in Saudi Arabia

Abstract

Successful vocational rehabilitation (VR) programs facilitate a smooth transition to work. However, finding and maintaining a job is still a challenge for individuals with disabilities for various reasons, including job readiness. Given that teachers are involved in delivering VR services to adolescents with disabilities, the purpose of this study was to examine teachers’ perspectives on VR services provided to individuals with intellectual disabilities (ID) in their educational institutions in Al-Kharj city to prepare them to transition to employment. Teachers’ perspectives on VR programs for students with ID are vital in identifying the current state of the services provided and directing future efforts in the field of secondary transition. A descriptive approach was employed to achieve the study’s purpose, and a survey was designed and used, reaching 89 respondents. The findings revealed that teachers believe that services provided in VR programs prepare individuals with ID to transition to work. The study also showed statistically significant differences between teachers’ responses concerning services provided according to years of experience and institution type. Implications for future research and practices are discussed.