Postsecondary education preparation for female students with learning disabilities in Saudi Arabia: A qualitative inquiry

Abstract

This qualitative case study investigates special education teachers’ practices in preparing female students with learning disabilities for transition to postsecondary education within the Saudi context. The study examines the implementation of key components of transition planning, including assessment practices, instructional practices supporting postsecondary readiness, transition services, family involvement, and interagency collaboration within Individualized Transition Plans (ITPs). Data were collected using content analysis of twelve ITPs and semi-structured interviews with eight special education teachers to gain deeper insights into their perceptions and reported practices regarding the preparation of students for university transition. Five main themes emerged including transition planning, postsecondary education preparation, family involvement, interagency collaboration, and challenges. Results indicate that although transition-related practices were commonly reported, their implementation was often limited and inconsistent. Family involvement was framed mainly as general communication rather than active participation in transition planning. Findings revealed challenges SETs encounter that impact effective implementation of transition services including lack of standardized transition assessment tools and materials, insufficient supervisory support and guidance, restraining administrative regulations, limited collaboration with universities, weak academic rigor in general education curriculum, and social and cultural factors that impact students’ reediness for postsecondary education. As a result, transition efforts were primarily driven by individual teacher initiatives rather than structured, institutionalized programs. The study highlights a clear gap between teachers’ conceptual understanding of transition services and their comprehensive implementation in practice. It emphasizes the need for targeted professional development, standardized assessment frameworks, and stronger policy and institutional support to ensure effective and sustainable transition preparation for students with learning disabilities pursuing postsecondary education.