شبكة المعلومات العربية التربوية

The present study aims to identify the obstacles to the implementation of transitional services for students with mild intellectual disabilities in the secondary stage. The sample consists of (24) teacher of students with mild intellectual disabilities in the secondary stage in the cities of Majmaah and Zulfi. The descriptive analytical approach was used in this study, and the questionnaire to collect data. The results show that the obstacles associated with students come first with an average of (3.65), the obstacles related to teachers' qualifications come second with an average of (3.64), followed by family-related obstacles with an average of (3.51), and finally, the obstacles related to institutions of community with an average of 4.0 (5.0). The study concludes with a number of recommendations, the most important of which are: the importance of developing higher education transitional programs for students with mild intellectual disabilities, focusing on vocational education and training more than academic, and emphasizing the importance of participation of stakeholder (persons and institutions) in the preparation and planning of programs and transitional services. (Published abstract)