Special Education Teachers' Practices in Preparing Students With Disabilities for Postsecondary Education in Saudi Arabia.

This article examines how special education teachers (SETs) in public secondary schools in Riyadh, Saudi Arabia, prepare students with disabilities (SWDs) for postsecondary education (PSE). Using a survey developed from best practices in secondary transition literature, the study found that SETs generally implement high levels of transition assessment, planning, and instructional practices, though moderate implementation was noted in assessing self-determination skills, developing detailed plans of study, including accommodations in transition plans, and involving university disability support representatives. The study highlights cultural and systemic challenges, such as limited collaboration between schools and universities and the novelty of self-determination concepts in the Saudi context, and recommends expanding research geographically and methodologically, enhancing professional development for SETs, and revising policies to strengthen transition services. These findings provide insight into current practices and areas for improvement in supporting SWDs' successful transition to higher education within Saudi Arabia's evolving educational framework.