The effectiveness of transitional services from the perspective of youth with disabilities

This study evaluated the effectiveness of transition services for secondary school students with learning disabilities in Saudi Arabia, employing Kohler’s Taxonomy for Transition Programming 2.0 as a theoretical framework. An explanatory sequential mixed-methods design was used compromising two phases. A quantitative phase in which 151 students with learning disabilities completed surveys assessing their perceptions of the quality of transition services. Then, the qualitative phase involved a focus group discussion with 8 teachers to further explore these perceptions and identify areas for improvement. The quantitative results indicated a generally positive view of the services, though key areas such as employment readiness and extracurricular engagement were noted as needing improvement. The qualitative findings emphasized the need for enhanced collaboration between educational institutions and external stakeholders to support providing effective transition services. The study highlighted the need to enhance transition planning and implementation to improve postsecondary transition outcomes for students with learning disabilities.