Almalky Hussain A, Alrasheed Raghad S
Department of Special education, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia.
Imam Mohammad Ibn Saud Islamic University, Saudi Arabia.
Res Dev Disabil. 2023 Jun;137:104512. doi: 10.1016/j.ridd.2023.104512. Epub 2023 Apr 13.
Improving students' transition outcomes requires providing adequate transition services that use evidence-based transition practices (EBTPs).
The current study investigates teachers' perspectives on implementing EBTPs for students with intellectual disabilities (ID) and explores the differences in the implementation of EBTPs for students with ID according to the following variables: gender, educational level, and teaching experience.
To obtain the research objectives, the researchers implemented a quantitative descriptive approach and utilized the survey as a tool for data collection. The survey consisted of two parts: the first part included information about the participants' characteristics, while the second part consisted of 29 items regarding the level of implementing EBTPs for students with ID. The data was collected from a sample of 170 male and female secondary teachers, which represents 61 % of the study population.
The results of the study revealed that the level of implementing EBTPs for students with ID was high, and it also found that there were no statistically significant differences at the 0.05 level between the average responses of the study sample according to the variables of the study (gender, educational qualification). However, there were statistically significant differences according to the variable of the study (years of experience) for teachers who have more than 10 years of teaching experience. The implications and recommendations following the results are also discussed.
The results of this study suggest that implementing EBTPs supports providing adequate transition services that improve student transition outcomes.
改善学生的过渡成果需要提供充分的过渡服务，这些服务要采用基于证据的过渡实践（EBTPs）。
本研究调查教师对为智障学生实施EBTPs的看法，并根据以下变量探讨为智障学生实施EBTPs的差异：性别、教育水平和教学经验。
为实现研究目标，研究人员采用定量描述性方法，并利用调查问卷作为数据收集工具。该调查问卷由两部分组成：第一部分包括有关参与者特征的信息，而第二部分由29个关于为智障学生实施EBTPs水平的项目组成。数据来自170名男女中学教师的样本，占研究总体的61%。
研究结果显示，为智障学生实施EBTPs的水平较高，并且还发现，根据研究变量（性别、学历），研究样本的平均回答在0.05水平上没有统计学上的显著差异。然而，根据研究变量（教学年限），对于教学经验超过10年的教师存在统计学上的显著差异。还讨论了结果后的启示和建议。
本研究结果表明，实施EBTPs有助于提供充分的过渡服务，从而改善学生的过渡成果。
