Saudi teachers' attitudes toward community-based vocational instruction for secondary students with intellectual disabilities.
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| Názov: | Saudi teachers' attitudes toward community-based vocational instruction for secondary students with intellectual disabilities. |
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| Autori: | Almalky HA; Department of Special Education, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia; King Salman Center for Disability Research, Riyadh 11614, Saudi Arabia. Electronic address: h.almalky@psau.edu.sa. |
| Zdroj: | Research in developmental disabilities [Res Dev Disabil] 2025 Nov; Vol. 166, pp. 105132. Date of Electronic Publication: 2025 Oct 24. |
| Spôsob vydávania: | Journal Article |
| Jazyk: | English |
| Informácie o časopise: | Publisher: Pergamon Press Country of Publication: United States NLM ID: 8709782 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-3379 (Electronic) Linking ISSN: 08914222 NLM ISO Abbreviation: Res Dev Disabil Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: New York : Pergamon Press, c1987- |
| Výrazy zo slovníka MeSH: | Intellectual Disability*/rehabilitation , Vocational Education*/methods , School Teachers*/psychology , Attitude* , Education of Persons with Intellectual Disabilities*, Humans ; Female ; Male ; Saudi Arabia ; Adult ; Adolescent ; Middle Aged ; Young Adult ; Surveys and Questionnaires |
| Abstrakt: | Competing Interests: Declaration of Competing Interest The author declare that they have no conflict of interest. Community-Based Vocational Instruction (CBVI) offers students with intellectual disabilities (ID) authentic, work-site learning experiences that support meaningful employment and social inclusion. This national survey examined the attitudes of Saudi secondary special-education teachers toward CBVI and the demographic, institutional, and regional factors influencing their perspectives. Data were collected from 139 teachers (response rate = 38.6 %). Teachers expressed strongly positive attitudes overall (M = 4.44, SD = 0.38), with female teachers reporting significantly higher scores than males (t(137) = -2.01, p = .047, d = 0.38). No other demographic or contextual variables produced statistically significant differences. The findings suggest that Saudi teachers are ready and willing to implement CBVI. The study discusses implications for teacher training, policy alignment with Vision 2030, and multi-agency collaboration to enhance employment pathways for youth with ID. (Copyright © 2025 Elsevier Ltd. All rights reserved.) |
| Contributed Indexing: | Keywords: Community-based vocational instruction; Intellectual disabilities; Saudi Arabia; Teachers’ attitudes; Transition to work |
| Entry Date(s): | Date Created: 20251025 Date Completed: 20251105 Latest Revision: 20251105 |
| Update Code: | 20251106 |
| DOI: | 10.1016/j.ridd.2025.105132 |
| PMID: | 41138400 |
| Databáza: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstrakt: | Competing Interests: Declaration of Competing Interest The author declare that they have no conflict of interest.<br />Community-Based Vocational Instruction (CBVI) offers students with intellectual disabilities (ID) authentic, work-site learning experiences that support meaningful employment and social inclusion. This national survey examined the attitudes of Saudi secondary special-education teachers toward CBVI and the demographic, institutional, and regional factors influencing their perspectives. Data were collected from 139 teachers (response rate = 38.6 %). Teachers expressed strongly positive attitudes overall (M = 4.44, SD = 0.38), with female teachers reporting significantly higher scores than males (t(137) = -2.01, p = .047, d = 0.38). No other demographic or contextual variables produced statistically significant differences. The findings suggest that Saudi teachers are ready and willing to implement CBVI. The study discusses implications for teacher training, policy alignment with Vision 2030, and multi-agency collaboration to enhance employment pathways for youth with ID.<br /> (Copyright © 2025 Elsevier Ltd. All rights reserved.) |
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| ISSN: | 1873-3379 |
| DOI: | 10.1016/j.ridd.2025.105132 |