Saudi teachers’ attitudes toward community-based vocational instruction for secondary students with intellectual disabilities

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 a...

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Vydané v:Research in developmental disabilities Ročník 166; s. 105132
Hlavný autor: Almalky, Hussain A.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: United States Elsevier Ltd 01.11.2025
Predmet:
Adolescent
Adult
Attitude
Community-based vocational instruction
Education of Persons with Intellectual Disabilities
Female
Humans
Intellectual disabilities
Intellectual Disability - rehabilitation
Male
Middle Aged
Saudi Arabia
School Teachers - psychology
Surveys and Questionnaires
Teachers’ attitudes
Transition to work
Vocational Education - methods
Young Adult
Saudi Arabia
Teachers’ attitudes
Saudi Arabia
Community-based vocational instruction
Transition to work
Intellectual disabilities
ISSN:0891-4222, 1873-3379, 1873-3379
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Popis
Shrnutí: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. •First national investigation of Saudi teachers’ perspectives on CBVI.•High levels of teacher support for CBVI as a transition strategy.•Female teachers are more supportive than male teachers.•Findings align with Vision 2030 and international inclusion agendas.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0891-4222
1873-3379
1873-3379
DOI:10.1016/j.ridd.2025.105132