Work

A Qualitative Study on the Role of High School in Supporting the Transition to Post‐School Life for Young Men With Intellectual Disabilities

Year: 2025

Type: article

Abstract: ABSTRACT Background The transition to adult life is complex for young men with intellectual disabilities, who face limited opportunities in education and the workplace. Though schools should support this process, little is understood about how these individuals prepare for the transition. Methodology Fifteen participants, including seven young men with intellectual disabilities, seven legal guardians, and a Ministry of Education inspector, were interviewed to provide insights on preparing for post‐school life transition. Findings Findings highlighted that while young men with intellectual disabilities had generally positive high school experiences, preparation for transition was minimal despite existing educational policies. Conclusion The present findings highlight an implementation gap in Riyadh, where educational policies regarding IEPs are not implemented as intended, and vocational training policies fail to reach their full potential due to partial implementation. Communication between schools and families remained limited, even though students reported positive experiences at school.

Source: British Journal of Learning Disabilities

DOI: 10.1111/bld.70016

Authors: Sohil Alqazlan, Vaso Totsika

Institutions: Imam Mohammad ibn Saud Islamic University, University College London

Language: English

Topic: Disability Education and Employment

Subfield: Safety Research

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education, Good health and well-being

Open Access status: bronze

Funder: Al-Imam Muhammad Ibn Saud Islamic University