The level of Collaboration between Special Education Institutes and Programs and Higher Education Institutions in Supporting Transition of Students with Disabilities to University Education

Abstract

This study aims to specify the level of collaboration between special education institutes/programs and higher education institutions in supporting the transition of students with disabilities to university education. The study also seeks to identify the barriers to this collaboration. The study employs the descriptive method by using a questionnaire. The study sample consists of 27 supervisors of special education programs, 5 principals of special education institutes, 35 principals of schools with special education programs, and 58 employees recruited by the centers for students with disabilities at Saudi universities. The results demonstrate that the level of collaboration between special education institutes/programs and the universities is highly significant. The study also shows that there are five barriers to this collaboration—ordered from the highest to the lowest:  Lack of clarity about the concept of transitional services, lack of regulations supporting the collaboration between special education institutes/programs and the universities, lack of qualified faculty to prepare and execute transitional plans, lack of financial resources for special education institutes/programs, and less positive attitudes of faculty members at universities, schools and families towards enrollment of students with disabilities in university education.