Evaluating the transitional services provided to students with mild intellectual disabilities from the point of view of teachers and parents according to The Council for Exceptional Children (CEC) standards

Abstract

This study aimed to evaluate the transitional services provided to students with mild intellectual disabilities from the point of view of teachers and parents in the light of the CEC standards, following the descriptive method. The sample consisted of 254 participants which involved 144 of mild intellectual disabilities’ teachers at high schools, and 110 parents of students with mild intellectual disabilities. The results indicated that the level of transitional services provided to students with mild intellectual disabilities from the point of view of teachers and parents in the light of the standards of the Council for Exceptional Children was high. In addition, the results indicated that there were no statistically significant differences on teachers’ evaluation due to gender, qualification, and training; and that there were no statistically significant differences on parents’ evaluation due to the gender and qualification. Moreover, there were no statistical differences between the teachers and the parents’ evaluation of transitional services.