العوامل المؤثرة في إعداد الخطط الانتقالية الفردية للطالبات ذوات الإعاقة الفكرية في برامج التربية الفكرية من منظور معلماتهن
This study aimed to identify the views of female teachers who teach students with intellectual disabilities about: 1) preparing individual transition plans in intellectual education programs, 2) detecting obstacles, and 3) identifying the factors that help in confronting them. The study relied on the qualitative research methodology (phenomenology design), and the data were collected by observation and conducting eight semi-structured interviews with these teachers in Alahssa, in the Kingdom of Saudi Arabia. The data were analyzed using thematic analysis. The results showed that teachers have positive attitudes towards transition planning. Also, it revealed several obstacles related to university preparation for teachers in transitional planning, obstacles related to policies for transition planning, and obstacles related to transportation. It also showed a number of factors that help in transition planning: a guide to preparing the individual transition plan; identifying supportive institutions and improving community expectations; multidisciplinary team and vocational training; and family participation in preparing the individual transition plan. These results emphasize the necessity of confronting these challenges to contribute to the success of female students after transitioning from school to adult life. (Published abstract)