Differences in Assessments of Inclusion, Academic and Vocational Rehabilitation Teachers Toward Transition Services for People with Mild Intellectual Disability

Student Name:Fatema Ghanem Juma Alatawi

Abstract:
This study aimed at detecting differences in the assessment of transitional services provided in educational institutions for people with intellectual disabilities who are between the ages of 14-18 years from the teachers' point of view, according to the type of special education program, the academic specialty, educational qualification and years of teacher experience. The total sample of study was 73 teachers who work in the academic and the vocational rehabilitation center and Inclusion class in the Kingdom of Bahrain. The study used descriptive method, It was used to evaluate the transition of services for people with intellectual disabilities in educational institutions. The results indicated the presence of significant differences in teacher evaluation transitional services depending on the different academic specialization in favor of teachers in other disciplines, and depending on the different number of years of experience in favor of teachers who had years of experience between 11-15 years and more than 15 years, There were statistically significant differences depending on the different educational qualification for the teachers undergraduate and graduate degrees campaign, also showing no statistically significant differences in teacher evaluation transitional services depending on the different special education program, which worked its type.


Publishing Year: 2017

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