The Level of Inclusion of Transitional Services Competencies in Special Education Programs in Saudi Universities

Abstract

The study aimed to identify the level of inclusion of transitional services competencies in special education programs in Saudi universities from the point of view of faculty members. In addition to studying the differences between the responses of faculty members according to the variables: the date of establishing the program, the number of courses related to transitional services, and the availability of specialists in this field. The sample consisted of 164 faculty members in special education programs in 22 Saudi universities. Results indicated that the inclusion of transitional services competencies in the special education programs in Saudi universities came to a moderate degree. Moreover, these competencies are more included in older established special education programs, programs with more courses related to transitional services, and programs that have specialists in this field. Finally, the results included some recommendations to improve the inclusion of competencies in special education programs in those universities. Keywords: Competencies of pre-service teachers, Transitional Services, Special Education Programs.