Teachers’ evaluation of vocational curriculum for secondary students with intellectual disabilities: An exploratory analysis from Saudi Arabia
Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational educati...
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| Published in: | Research in developmental disabilities Vol. 165; p. 105100 |
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| Format: | Journal Article |
| Language: | English |
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01.10.2025
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| ISSN: | 0891-4222, 1873-3379, 1873-3379 |
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| Abstract | Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational education for students with ID in Saudi Arabia has received limited empirical investigation. This study addresses this gap by evaluating the vocational curriculum through Tyler’s Curriculum Evaluation Theory and the Universal Design for Transition framework, aligning with Saudi Arabia’s Vision 2030.
This study examined special education teachers’ perceptions of the vocational curriculum’s appropriateness for secondary students with ID in Saudi Arabia. It also explored whether these perceptions differed based on teachers’ qualifications, area of specialization, years of experience, or institutional setting.
A structured quantitative survey measured four curriculum domains: presentation style, content relevance, learning activities, and assessment methods. Data from 84 special education teachers in Riyadh were analyzed using descriptive statistics and independent samples t-tests, with effect sizes (Cohen’s d) reported. Reliability was confirmed via Cronbach’s alpha, and content validity was established through expert review.
Teachers generally rated the curriculum favorably, particularly regarding presentation style. In contrast, the learning activities domain received lower ratings, indicating limited use of experiential and individualized pedagogical methods. No statistically significant differences emerged across demographic variables, suggesting strong consensus among respondents.
These findings underscore the need to strengthen the learning activities domain to better support students’ development of functional skills and transition to employment. Curricular improvements should integrate practical, differentiated instructional strategies aligned with international standards. Such enhancements align with Vision 2030’s goals for inclusive, outcome-focused vocational education.
•The study involved 84 educators in Riyadh evaluating the vocational curriculum for students with intellectual disabilities.•Teachers rated the curriculum as highly suitable, particularly in terms of presentation.•Learning activities were identified as the main area needing improvement, especially in accommodating individual differences.•No significant differences in curriculum evaluations were found based on teachers’ backgrounds or institutions.•Recommendations include enhancing individualized learning activities and aligning the curriculum with real-world job skills. |
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| AbstractList | Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational education for students with ID in Saudi Arabia has received limited empirical investigation. This study addresses this gap by evaluating the vocational curriculum through Tyler's Curriculum Evaluation Theory and the Universal Design for Transition framework, aligning with Saudi Arabia's Vision 2030.BACKGROUNDStudents with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational education for students with ID in Saudi Arabia has received limited empirical investigation. This study addresses this gap by evaluating the vocational curriculum through Tyler's Curriculum Evaluation Theory and the Universal Design for Transition framework, aligning with Saudi Arabia's Vision 2030.This study examined special education teachers' perceptions of the vocational curriculum's appropriateness for secondary students with ID in Saudi Arabia. It also explored whether these perceptions differed based on teachers' qualifications, area of specialization, years of experience, or institutional setting.AIMSThis study examined special education teachers' perceptions of the vocational curriculum's appropriateness for secondary students with ID in Saudi Arabia. It also explored whether these perceptions differed based on teachers' qualifications, area of specialization, years of experience, or institutional setting.A structured quantitative survey measured four curriculum domains: presentation style, content relevance, learning activities, and assessment methods. Data from 84 special education teachers in Riyadh were analyzed using descriptive statistics and independent samples t-tests, with effect sizes (Cohen's d) reported. Reliability was confirmed via Cronbach's alpha, and content validity was established through expert review.METHODSA structured quantitative survey measured four curriculum domains: presentation style, content relevance, learning activities, and assessment methods. Data from 84 special education teachers in Riyadh were analyzed using descriptive statistics and independent samples t-tests, with effect sizes (Cohen's d) reported. Reliability was confirmed via Cronbach's alpha, and content validity was established through expert review.Teachers generally rated the curriculum favorably, particularly regarding presentation style. In contrast, the learning activities domain received lower ratings, indicating limited use of experiential and individualized pedagogical methods. No statistically significant differences emerged across demographic variables, suggesting strong consensus among respondents.RESULTSTeachers generally rated the curriculum favorably, particularly regarding presentation style. In contrast, the learning activities domain received lower ratings, indicating limited use of experiential and individualized pedagogical methods. No statistically significant differences emerged across demographic variables, suggesting strong consensus among respondents.These findings underscore the need to strengthen the learning activities domain to better support students' development of functional skills and transition to employment. Curricular improvements should integrate practical, differentiated instructional strategies aligned with international standards. Such enhancements align with Vision 2030's goals for inclusive, outcome-focused vocational education.CONCLUSIONThese findings underscore the need to strengthen the learning activities domain to better support students' development of functional skills and transition to employment. Curricular improvements should integrate practical, differentiated instructional strategies aligned with international standards. Such enhancements align with Vision 2030's goals for inclusive, outcome-focused vocational education. Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational education for students with ID in Saudi Arabia has received limited empirical investigation. This study addresses this gap by evaluating the vocational curriculum through Tyler's Curriculum Evaluation Theory and the Universal Design for Transition framework, aligning with Saudi Arabia's Vision 2030. This study examined special education teachers' perceptions of the vocational curriculum's appropriateness for secondary students with ID in Saudi Arabia. It also explored whether these perceptions differed based on teachers' qualifications, area of specialization, years of experience, or institutional setting. A structured quantitative survey measured four curriculum domains: presentation style, content relevance, learning activities, and assessment methods. Data from 84 special education teachers in Riyadh were analyzed using descriptive statistics and independent samples t-tests, with effect sizes (Cohen's d) reported. Reliability was confirmed via Cronbach's alpha, and content validity was established through expert review. Teachers generally rated the curriculum favorably, particularly regarding presentation style. In contrast, the learning activities domain received lower ratings, indicating limited use of experiential and individualized pedagogical methods. No statistically significant differences emerged across demographic variables, suggesting strong consensus among respondents. These findings underscore the need to strengthen the learning activities domain to better support students' development of functional skills and transition to employment. Curricular improvements should integrate practical, differentiated instructional strategies aligned with international standards. Such enhancements align with Vision 2030's goals for inclusive, outcome-focused vocational education. Students with intellectual disabilities (ID) continue to face significant challenges in transitioning from school to employment. Vocational education plays a critical role in developing workforce skills and promoting independent living. Despite its importance, the effectiveness of vocational education for students with ID in Saudi Arabia has received limited empirical investigation. This study addresses this gap by evaluating the vocational curriculum through Tyler’s Curriculum Evaluation Theory and the Universal Design for Transition framework, aligning with Saudi Arabia’s Vision 2030. This study examined special education teachers’ perceptions of the vocational curriculum’s appropriateness for secondary students with ID in Saudi Arabia. It also explored whether these perceptions differed based on teachers’ qualifications, area of specialization, years of experience, or institutional setting. A structured quantitative survey measured four curriculum domains: presentation style, content relevance, learning activities, and assessment methods. Data from 84 special education teachers in Riyadh were analyzed using descriptive statistics and independent samples t-tests, with effect sizes (Cohen’s d) reported. Reliability was confirmed via Cronbach’s alpha, and content validity was established through expert review. Teachers generally rated the curriculum favorably, particularly regarding presentation style. In contrast, the learning activities domain received lower ratings, indicating limited use of experiential and individualized pedagogical methods. No statistically significant differences emerged across demographic variables, suggesting strong consensus among respondents. These findings underscore the need to strengthen the learning activities domain to better support students’ development of functional skills and transition to employment. Curricular improvements should integrate practical, differentiated instructional strategies aligned with international standards. Such enhancements align with Vision 2030’s goals for inclusive, outcome-focused vocational education. •The study involved 84 educators in Riyadh evaluating the vocational curriculum for students with intellectual disabilities.•Teachers rated the curriculum as highly suitable, particularly in terms of presentation.•Learning activities were identified as the main area needing improvement, especially in accommodating individual differences.•No significant differences in curriculum evaluations were found based on teachers’ backgrounds or institutions.•Recommendations include enhancing individualized learning activities and aligning the curriculum with real-world job skills. |
| ArticleNumber | 105100 |
| Author | Alqahtani, Shaykhah M. Almalky, Hussain A. |
| Author_xml | – sequence: 1 givenname: Hussain A. orcidid: 0000-0002-8793-1371 surname: Almalky fullname: Almalky, Hussain A. email: h.almalky@psau.edu.sa organization: Department of Special Education, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia – sequence: 2 givenname: Shaykhah M. surname: Alqahtani fullname: Alqahtani, Shaykhah M. organization: Department of Special Education, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia |
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| Cites_doi | 10.1016/j.ridd.2023.104512 10.1080/2331186X.2022.2091621 10.1080/13603116.2014.899635 10.1016/j.ridd.2024.104785 10.1007/s10926-014-9541-6 10.1177/215416471805300408 10.1177/1044207311414680 10.1016/j.childyouth.2024.108003 10.1177/21582440251344370 10.1080/1034912X.2011.598397 10.1177/0022466918768776 10.1177/2165143420959793 10.1177/2165143415588047 10.3390/educsci15050596 10.1016/j.ridd.2024.104750 10.1016/j.childyouth.2019.104656 10.1177/17446295241228729 10.1016/j.childyouth.2024.107457 10.1016/j.ridd.2023.104584 10.4324/9780203017609-14 10.3233/JVR-2006-00345 |
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| Keywords | Saudi Arabia Curriculum evaluation Intellectual disabilities Secondary education Vocational education |
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publication-title: Journal of Vocational Rehabilitation doi: 10.3233/JVR-2006-00345 |
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| Title | Teachers’ evaluation of vocational curriculum for secondary students with intellectual disabilities: An exploratory analysis from Saudi Arabia |
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