Manama, July 11 (BNA): A study discussed at the College of Graduate Studies at Arabian Gulf University (AGU) recommended the enactment of modern legislations regarding transition laws for learning disabilities teachers and ensuring their effective implementation by all concerned parties, illustrating the importance of an academic curriculum for transition services for special educators.
As part of her study prepared to obtain a master's degree from the department of Learning Disabilities, the researcher Munira Sulaiman Al-Hudaib assessed the training requirements of transition services to identify their extent among teachers of secondary school students with learning disabilities in Saudi Arabia. The objective was to find differences in the training requirements of transition services for teachers according to the variables of: academic qualification, years of experience, number of training courses.
Al-Hudaib followed the descriptive method and developed a tool to measure these requirements. The study sample was (39) secondary school learning disabilities teachers in Saudi Arabia. Results indicated a clear lapse of in some areas of knowledge and skills that enable teachers to provide transition services effectively. The researcher stressed the need for training and qualification in cooperation with civil society institutions by 90.91%, of professional development by 77.78%, transition planning, leadership and politics by 40% and 50%, secondary academic programmes by 33.33%, family cooperation by 20.00% and finally, the field of assessment by 11.11%.
Results indicated differences of statistical significance 0.05 in the training requirements of teachers in relation to transition services attributed to attendance of training courses, i.e., those who did not attend training courses are more in need of training than those attending training courses. Results also indicated no significant difference in the level of information and skills according to the variable of years of experience and educational qualification.
The researcher recommended implementing workshops and training courses for teachers of female students with learning disabilities and general education teachers, to develop their standard in the provision of post-secondary transitional services and raise the qualitative level of training.