Employers' perceptions of supports provided to their employees with disabilities.

The employment of individuals with disabilities is significantly low. Many factors are associated with this issue; however, support and accommodations that can be provided to such individuals can improve their employment rate and outcomes. This study aimed to examine the support provided to employees with disabilities in Saudi Arabia. The descriptive approach was utilized, and a survey was used to collect the data. The sample consisted of 86 employer participants to examine the support of their employees with disabilities. Findings revealed that the support provided was high, and the participants reported that such support facilitates finding and maintaining a job. In addition, the variables were all found to have no significant differences. Providing needed and necessary support is an effective strategy that leads to competitive employment for individuals with disabilities, especially for the long term. Implications and recommendations are also discussed.

Teachers' perceptions of their experience with inclusive education practices in Saudi Arabia.

The literature on inclusive education suggests a set of practices that teachers need to implement to achieve successful inclusive education. The intent of the current study was to contribute to the development of inclusive education in Saudi Arabia by providing an initial investigation of the extent to which teachers possess knowledge and skills in using these practices. The sample of the study consisted of 125 teachers who were surveyed about their experience in using inclusive teaching practices. The vast majority of the participants indicated they had sufficient experience with inclusive teaching, regardless of the teachers' gender, whether they had special training on inclusive education, teachers' education level, or school level. However, special education teachers reported more experience with inclusive education practices than general education teachers. The results of the study highlight the importance of considering the concept of inclusion in teacher preparation programs and suggest several practical implications and directions for future research.

Saudi teachers' perspectives on implementing evidence-based transition practices for students with intellectual disabilities.

BACKGROUND: Improving students' transition outcomes requires providing adequate transition services that use evidence-based transition practices (EBTPs). AIM: The current study investigates teachers' perspectives on implementing EBTPs for students with intellectual disabilities (ID) and explores the differences in the implementation of EBTPs for students with ID according to the following variables: gender, educational level, and teaching experience. METHODS: To obtain the research objectives, the researchers implemented a quantitative descriptive approach and utilized the survey as a tool for data collection. The survey consisted of two parts: the first part included information about the participants' characteristics, while the second part consisted of 29 items regarding the level of implementing EBTPs for students with ID. The data was collected from a sample of 170 male and female secondary teachers, which represents 61 % of the study population. RESULTS: The results of the study revealed that the level of implementing EBTPs for students with ID was high, and it also found that there were no statistically significant differences at the 0.05 level between the average responses of the study sample according to the variables of the study (gender, educational qualification). However, there were statistically significant differences according to the variable of the study (years of experience) for teachers who have more than 10 years of teaching experience. The implications and recommendations following the results are also discussed. CONCLUSION: The results of this study suggest that implementing EBTPs supports providing adequate transition services that improve student transition outcomes.

School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers' Perspectives.

This study examines partnerships between schools and businesses that are intended to foster training and employment opportunities for secondary students with developmental and other disabilities in Saudi Arabia. A survey was developed to investigate employers' perspectives on students' skills, practical strategies for training, and their contribution. Fifty-two employers participated in the survey. The findings revealed the most valued skills on job sites, such as self- determination, social, and job skills, and believed that coordination, job matching, and joint supervision are successful practices that improve training. The employers concluded that some of their contributions to such partnerships include participation in curriculum development, training students in their workplaces under their supervision, and offering financial support.