The Degree of Self-Determination Skills Acquired by Students with Intellectual Disability in Saudi Arabia

Self-determination is considered a critical value for a successful life in individuals with intellectual disability (ID), making it one of the best evidence-based practices of transition services for adult life. Although the importance of self-determination is being recognized in literature, it is noticeable that there is a shortage of research conducted in Saudi Arabia in relation to self-determination for individuals with ID. Hence, this study aimed to investigate the degree of self-determination acquired by students with ID from the perceptions of their special education teachers. I conducted interviews with ten special education teachers who only teach students with ID, and the findings show that self-determination is not implemented with students with ID, as the teachers do not perceive it as important for their students. In addition, teachers’ responses indicated that they knew very generic information related to self-determination. This study ends with a proposed concept to develop self-determination skills within students with ID, as well as recommendations being provided. KEYWORDS Transition programs, transition services, special education, intellectual disability, proposed framework, intellectual disability teachers