I. Introduction
The goal-setting of students with intellectual disabilities for college education shows the progress of the society's concern. By allowing students with ID to pursue education which will prepare them for work in the future, they are provided the possible means to live normally and regularly in this world. In recent years, the plight with students with ID has been given much attention with the increased popularity from media coverage. This speaks of the awareness within the educational setting of the needs and demands of students with ID.
Transition refers to the process of changing from one condition or environment to another. Transition from preschool to the grade school setting or from the school setting to any post-grade school setting present problems to students with ID, as much as to other children and adolescents (Reynolds & Fletcher-Janzen, 2007). With this fact, transition services for the special education setting are made available for students with ID. Transition services provide a preparatory phase for students with ID before they face another environment or condition. Rather than exposing them to a new environment which has its own demands and challenges, students with ID are provided a transition setting to connect two distinct environment.
Transition becomes the embodiment of planning for the relative guide for students with ID for expectations and dreams to be fulfilled. In the United States, the federal government provides free education where students with ID can learn in a least restrictive environment as part of the transition phase in accordance with the amended Individuals with Disabilities Education Act (Martinez, et.al., 2012). In the United Kingdom, the Social Care Institute for Excellence is working with information to help students with ID and their parents during the transition period. The Education 1993 provides the code of Practice of the Department of Education and Employment for the guideline on how to implement the Valuing People program (Barron, et.al., 2007). The program intends to support and help improve life for people with ID. On the other hand, in the Kingdom of Saudi Arabia context, transition services and special education regulations allowed students with ID to integrate in public schools to ensure equality (Al-Ahmadi, 2009). However, the resources of KSA still do not warrant adequate and proper care for students with ID.
The importance of transition is anchored on the idea of maximizing the capability of students to adopt to new environments, especially when it comes to work setting. Transition services are coordinated set of activities that are designed to meet goals and objectives. By utilizing this important aspect of special education, students with ID become more aware of their independence and the reality. In essence, the ultimate focus of transition services is to prepare students with ID for the possible decision-making process, self-actualization, and responsibilities that they will be facing after completing the education process. The lack of transition services would present students with ID difficulty in addressing the demands of the new environment. This means that rather than adopting to the new environment with new skills, capabilities, and actual responsibilities, students with ID become entangled with the past environment and condition, which limits them to progress or improve their life.
The goal-setting of students with intellectual disabilities for college education shows the progress of the society's concern. By allowing students with ID to pursue education which will prepare them for work in the future, they are provided the possible means to live normally and regularly in this world. In recent years, the plight with students with ID has been given much attention with the increased popularity from media coverage. This speaks of the awareness within the educational setting of the needs and demands of students with ID.
Transition refers to the process of changing from one condition or environment to another. Transition from preschool to the grade school setting or from the school setting to any post-grade school setting present problems to students with ID, as much as to other children and adolescents (Reynolds & Fletcher-Janzen, 2007). With this fact, transition services for the special education setting are made available for students with ID. Transition services provide a preparatory phase for students with ID before they face another environment or condition. Rather than exposing them to a new environment which has its own demands and challenges, students with ID are provided a transition setting to connect two distinct environment.
Transition becomes the embodiment of planning for the relative guide for students with ID for expectations and dreams to be fulfilled. In the United States, the federal government provides free education where students with ID can learn in a least restrictive environment as part of the transition phase in accordance with the amended Individuals with Disabilities Education Act (Martinez, et.al., 2012). In the United Kingdom, the Social Care Institute for Excellence is working with information to help students with ID and their parents during the transition period. The Education 1993 provides the code of Practice of the Department of Education and Employment for the guideline on how to implement the Valuing People program (Barron, et.al., 2007). The program intends to support and help improve life for people with ID. On the other hand, in the Kingdom of Saudi Arabia context, transition services and special education regulations allowed students with ID to integrate in public schools to ensure equality (Al-Ahmadi, 2009). However, the resources of KSA still do not warrant adequate and proper care for students with ID.
The importance of transition is anchored on the idea of maximizing the capability of students to adopt to new environments, especially when it comes to work setting. Transition services are coordinated set of activities that are designed to meet goals and objectives. By utilizing this important aspect of special education, students with ID become more aware of their independence and the reality. In essence, the ultimate focus of transition services is to prepare students with ID for the possible decision-making process, self-actualization, and responsibilities that they will be facing after completing the education process. The lack of transition services would present students with ID difficulty in addressing the demands of the new environment. This means that rather than adopting to the new environment with new skills, capabilities, and actual responsibilities, students with ID become entangled with the past environment and condition, which limits them to progress or improve their life.
II. Previous Studies
The wide parity of transition services and special education between the Kingdom of Saudi Arabia and the United Kingdom can be traced to the idea of education system. Although, KSA has transformed its education system, traces of education being a "privilege" are still extant. At the top of KSA's special education outline is the Regulations of Special Education Programs and Institutes (RSEPI). This defines the categories of students with ID—such as mental retardation, deafness, blindness, learning disability, and multiple disabilities—to define the tasks of professionals on how to deal with them (Alquraini, 2011). However, after the RSEPI had been adopted its practice is still rare in the region. But for the last decade, KSA had worked hard to comply with international standards and to be at part of UK and USA in ensuring that students with ID learn in a least restrictive and more integrated environment.
The goal of the UK's Department of Education is to ensure that students with ID are properly supported to enable an easier and smooth transition into adulthood, whether the student pursues higher education or seeks employment. With this intent, the Special Educational Needs (SEN) Code of Practice provides the necessary guideline on how to keep students with ID in the right track for the transition. Those who deal with students with ID maintain special education training and experience to avoid conventional errors in the provision of the education and support to students with ID. According to Al-Ahmadi, several general education and special education teachers believe that the training they got was inadequate to serve or meet the learning needs of Saudi students with ID. The insufficiency of teachers' training on how to manage and support students with ID affects the way teachers respond or react to the demands and needs of the students, especially during transition periods.
The wide parity of transition services and special education between the Kingdom of Saudi Arabia and the United Kingdom can be traced to the idea of education system. Although, KSA has transformed its education system, traces of education being a "privilege" are still extant. At the top of KSA's special education outline is the Regulations of Special Education Programs and Institutes (RSEPI). This defines the categories of students with ID—such as mental retardation, deafness, blindness, learning disability, and multiple disabilities—to define the tasks of professionals on how to deal with them (Alquraini, 2011). However, after the RSEPI had been adopted its practice is still rare in the region. But for the last decade, KSA had worked hard to comply with international standards and to be at part of UK and USA in ensuring that students with ID learn in a least restrictive and more integrated environment.
The goal of the UK's Department of Education is to ensure that students with ID are properly supported to enable an easier and smooth transition into adulthood, whether the student pursues higher education or seeks employment. With this intent, the Special Educational Needs (SEN) Code of Practice provides the necessary guideline on how to keep students with ID in the right track for the transition. Those who deal with students with ID maintain special education training and experience to avoid conventional errors in the provision of the education and support to students with ID. According to Al-Ahmadi, several general education and special education teachers believe that the training they got was inadequate to serve or meet the learning needs of Saudi students with ID. The insufficiency of teachers' training on how to manage and support students with ID affects the way teachers respond or react to the demands and needs of the students, especially during transition periods.
Another important concern is the environment that students learn how to deal with the transitions they will face in the future. Both the United Kingdom and the Kingdom of Saudi Arabia are working on provisions and laws to ensure that students learn in the best and most conducive learning environment. With the aid of proper learning environment, the learning process becomes more effective and the impact lasting. Alquraini (2011) raises concerns on how KSA adopts or implements the RSEPI in developing least restrictive learning environment; the practice of RSEPI is still minimal that the learning environment of most students with ID are still isolated from the rest of the world. Restricting students with ID from integration and assimilation with others just raises the problem of transition. On the other hand, for UK the SEN Code of Practice provides a detailed analysis on how each category and needs of students should be met with proper environment. This ensures that students with ID can excel and adopt to environments in a gradual manner. This is part of the goal of UK to improve students with ID so that they will be able to find work or advance their learning.
Generally, KSA opened more than "38 audio programs in 18 centres around the KSA for deaf students for past four years, more than 362 programs for mentally disabled and blind students at intermediate and high schools level (Rana, et.al., 2011)." This means that the education system for students with ID in KSA adheres to advanced and state-of-the art tools and resources to ensure global competitiveness. Rather than placing students with ID in a special and traditional setting, they are provided the necessary tools and programs that will keep the education system updated and competitive. For the United Kingdom, the Department for Education's Special Educational Needs (SEN) provides the succinct guide on how these students should learn. However, even in a more relaxed environment, children with ID still don't have higher educational attainment. With this fact, the government devices the transition service to ensure that they can adopt or assimilate in the employment sector. Simply, the education system of UK for students with ID is more focused on preparing them for any possible work in the future, rather than on the advancement of higher education (although, this is a priority of the educational system).
Generally, KSA opened more than "38 audio programs in 18 centres around the KSA for deaf students for past four years, more than 362 programs for mentally disabled and blind students at intermediate and high schools level (Rana, et.al., 2011)." This means that the education system for students with ID in KSA adheres to advanced and state-of-the art tools and resources to ensure global competitiveness. Rather than placing students with ID in a special and traditional setting, they are provided the necessary tools and programs that will keep the education system updated and competitive. For the United Kingdom, the Department for Education's Special Educational Needs (SEN) provides the succinct guide on how these students should learn. However, even in a more relaxed environment, children with ID still don't have higher educational attainment. With this fact, the government devices the transition service to ensure that they can adopt or assimilate in the employment sector. Simply, the education system of UK for students with ID is more focused on preparing them for any possible work in the future, rather than on the advancement of higher education (although, this is a priority of the educational system).
The Kingdom of Saudi Arabia government had been supportive in the special education setting for the past decade. Efforts of the government for the improvement of the lives of those with ID are manifested in various legislation passed such as the Legislation of Disability, Disability Code, and the RSEPI; the different centers for blind and deaf education, and mental disabled programs that are founded and initiated by the government (Alquraini, 2011). While for United Kingdom, the wide awareness of the need to support students with ID is not just translated in the SEN Code or the number of facilities that are established for the said purpose, but also on the awareness of the public concerning the matter. Partnership with public is a very important factor to the success of the transition services because the process involves the community. Without the participation of the community and the immediate members of those who interact with the student with ID, it would be hard to provide a suitable environment for their learning and transition period.
III. Methodology
This study seeks to answer the different barriers that disable transition services and the special education setting to provide supportive programs to students with intellectual disabilities. To accomplish the said objective, the researcher deals with the following: Population/Sample of the Study. The research centers on the different special education teachers and parents of students with ID. With the aid of random sampling, sample of the population is chosen based on the value of convenience and without specific criterion, provided alone that the member of the sample complies with the requirement stated [special education teacher or parent of students with ID].
Research Approach/Analysis. The research uses past empirical studies of the subject to form logic of the study. Combination of the qualitative and quantitative research approaches will be used to achieve the specific goals and objectives of the study. Social life and context is an important part of this study and the research has to deal with this requirement through qualitative research approach. On the other hand to generate and analyze numerical information, the research works on a more objective and detached approach of quantitative research.
Data Collection. In order to collect necessary information from the sample, the researcher will use survey and interview questionnaire that will be filled in by members of the sample. The questionnaire contains queries on concerns that are relative to the subject of the study.
As much as the study needs to deal with the social context of people and with people directly, ethical considerations are taken into account. Questionnaires are reviewed in accordance to ethical standards to avoid any mistake that may undermine and render the study unreliable.
IV. Results of the Comparison
The United Kingdom and the Kingdom of Saudi Arabia have different perspective with regards to special education and the demand for transition services. Over the years, the United Kingdom has perfected its SEN programs to provide equal access to education to students with ID. The government centers on preparing the person with ID for the future integration with the mainstream society. Even in the Kingdom of Saudi Arabia, which had just begun to unravel new efforts for the support of students with ID, a suitable environment is very important to persons with ID. With the aid of proper care and support, they will be prepared for any future endeavor. However, both countries have different outlook on this issue. While United Kingdom has been vocal and strict in the implementation of the initiative, the Kingdom of Saudi Arabia has been lacked with leads to the dismal awareness of the public concerning the issue.
V. Conclusion
There are several barriers that hinder the provision of transition services to students with intellectual disabilities – and these barriers also stop the support for the improvement of the lives of students with ID. Mainly, the issue is a political one. Without the backing and support of the government, the effort to help students with ID to integrate with the mainstream society does not produce the best result. As such the KSA and UK have been working out to draft rules and regulations that will answer this inadequacy. Second, the lack of support from parents and the community is another factor to this transition phase. Without the support of the community, the person with ID cannot find employment in the mainstream society. Third, the lack of internal knowledge is another problem. A problem that KSA faces is the lack of trained special education teachers who can deal with the problem of students with ID. Without the teacher who can support students with ID, it would be difficult for them to have a smooth entrance to mainstream society.
There are several barriers that hinder the provision of transition services to students with intellectual disabilities – and these barriers also stop the support for the improvement of the lives of students with ID. Mainly, the issue is a political one. Without the backing and support of the government, the effort to help students with ID to integrate with the mainstream society does not produce the best result. As such the KSA and UK have been working out to draft rules and regulations that will answer this inadequacy. Second, the lack of support from parents and the community is another factor to this transition phase. Without the support of the community, the person with ID cannot find employment in the mainstream society. Third, the lack of internal knowledge is another problem. A problem that KSA faces is the lack of trained special education teachers who can deal with the problem of students with ID. Without the teacher who can support students with ID, it would be difficult for them to have a smooth entrance to mainstream society.
References:
Barron, D., et.al. (2007). Transition for Children with Intellectual Disabilities. Books Beyond Words.
Barron, D., et.al. (2007). Transition for Children with Intellectual Disabilities. Books Beyond Words.
Emerson, E., et.al. (2011).People with Learning Disabilities in England 2010: Services and Supports. Improving Health and Lives: Learning Disabilities Observatory.
Martinez, D., et.al. (2012). “Parents Involvement in the Transition Process of Children With Intellectual Disabilities: The Influence of Inclusion on Parent Desires and Expectations for PostSecondary Education.” Journal of Policy and Practice in Intellectual Disabilities Volume 9.
Rana, M., et.al. (2011). “Information and Communication Technology (ICT) and Special Education System in the Kingdom of Saudi Arabia: A Case Study.” Communications in Computer and Information Science Volume 174.
Reynolds, C. & Fletcher-Janzen, E. (2007). Encyclopedia of Special Education, Volume 3. John Wiley & Sons.
