Search

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. • The level of implementing evidence-based transition practices for students with intellectual disabilities was examined. • The study investigated the perspectives of 170 Saudi secondary teachers regarding their implementation of EBPs. • Based on a survey, the results indicated that there is a high level of EBP implementation. • The findings also showed that there were statistically significant differences regarding the years-of-experience variable for teachers who have more than 10 years of teaching experience. [ABSTRACT FROM AUTHOR]