ASSESSING TRAINING NEEDS OF TRANSITION SERVICES FOR TEACHERS OF LEARNING DISABLED STUDENTS IN THE SECONDARY STAGE IN SAUDI ARABIA

This study aimed to identify training needs of transitional services for teachers of secondary learning-disabled girls in Saudi Arabia, and determine the differences in training needs of transition services for teachers pursuant to the variables: educational level, years of experience, and training courses. A descriptive method was used here, specifically developed to measure these needs. The sample represented all secondary schools providing learning disabilities programs in Saudi Arabia. Participants included 39 female teachers of learning disabilities during the school year 2015-2016. Results indicated that teachers of learning-disabled girls lack knowledge and skills to effectively provide transition services, and need training and qualification in some areas. The most important areas needing training and their percentagesare Interagency Collaboration (90.91%), Career Development(77.78%), Transition Planning(50%), Leadership & Policy(40%), Secondary Academic Programs (33.33%), Family Collaboration (20.00%), and Assessment (11.11%). Findings showed that teachers no need training courses in Community-Referenced Curriculum & Programs. Concerning variables, statistically significant differences existed at the level of training needs for teachers regarding transition services (0.05%). Teachers' educational level and years of experience had no significant effect on teachers' knowledge and skills for transition services. Results are discussed and some recommendations are suggested.