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This study investigated to what extent faculty members include and value transition curricula in special education preparation programs in Saudi Arabia. A web-based survey was conducted and sent to special education professors across 20 universities. Descriptive statistics and a t-test analysis generated three main findings: (a) Institutions covered transition by adding specialized courses and/or through infusing of transition content in other courses, (b) institutions covered all 29 transition competencies at varying rates, and (c) both male and female faculty members placed high value on teaching their students in the principles of transition education and services. Implications and recommendations for future research were discussed.

• We examined school-business partnerships to facilitate postsecondary transition. • We surveyed the perspectives of 92 family members about this partnership. • Results found connection and communication between schools and businesses. • Results showed no enough community involvement, training, and work opportunities for students. The purpose of this study is to examine family perspectives and the expectations of students with disabilities regarding the school-business partnership in order to prepare students with disabilities for post-school employment. Special education, especially providing transition services, in Saudi Arabia is still in its development stage. This study is a descriptive presentation of survey research regarding community-based partnerships in early employment. The researchers of this study have developed the survey used based on a review of the literature in order to investigate targeted skills by schools, current school and community practices, partnerships, and collaboration between schools, families, and community agencies. A total of 92 families with students with disabilities in middle and high schools participated. Based on the results, the majority of families believe that there is some level of communication between them the school staff and between schools and business owners. However, they did not think that the community provides enough opportunities for their children to have vocational training, work sampling, job shadowing, internships, and real work experiences. Additionally, most families had a negative perspective toward community involvement during the transition planning and process, and businesses assistance with curriculum development and modifications. Implications for practice and research were also discussed. [ABSTRACT FROM AUTHOR]