Challenges to parental involvement in transition planning for children with intellectual disabilities: The perspective of special education teachers in Saudi Arabia

2021 ◽  
Vol 111 ◽  
pp. 103872
Author(s):  
Saeed Almalki ◽  
Abdulaziz Alqabbani ◽  
Ghaleb Alnahdi
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Parental Involvement ◽  
Intellectual Disabilities ◽  
Special Education Teachers ◽  
Transition Planning

THE INTEGRAL DEVELOPMENT OF PROFESSIONAL AND METHODOLOGICAL COMPETENCIES IN SPECIAL EDUCATION TEACHERS OF BASIC SCHOOLS WHEN TEACHING THE UNITS OF MEASUREMENT TO PERSONS WITH INTELLECTUAL DISABILITIES

2020 ◽  
Vol 5 (98) ◽  
pp. 115-124
Author(s):  
ANDREI N. VESELOV ◽  
OLGA A. DENISOVA
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Education Teachers ◽  
Educational Process ◽  
Units Of Measurement ◽  
Strategic Changes ◽  
Integral Development ◽  
Basic School

In the article, the authors consider the strategic changes in the students’ educational process from the perspective of the development of professional integral methodological competencies among teachers in basic school. A special emphasis is placed on the description of the technology for the development of the integral methodological competencies in special education teachers who train children with intellectual disabilities in basic school.

Transition Planning: Voices of Chinese and Vietnamese Parents of Youth With Autism and Intellectual Disabilities

2020 ◽  
Vol 43 (2) ◽  
pp. 89-100 ◽  
Author(s):  
Lusa Lo ◽  
Oanh Bui
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Planning Process ◽  
Transition Planning ◽  
Family Engagement ◽  
Adult Life ◽  
Future Research ◽  
Youth With Disabilities ◽  
Research And Practice ◽  
Lack Of Information

Lack of family engagement in transition planning continues to be a challenge in special education. This study examined the experiences of Chinese and Vietnamese families of youth with disabilities toward transition planning. Results suggested that participants were eager to be engaged in the transition planning and valued the importance of transition planning activities. They wanted to ensure that their youth were equipped with skills, so they could lead a successful and independent adult life. However, schools provided little to no information regarding the transition planning process. This lack of information prevented them from being actively involved. Implications for future research and practice to enhance partnership between schools and diverse families in the development of transition planning are discussed.

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