The Level of Implementation of Learning Disabilities Programs at the Secondary Stage in Riyadh According to Kohler's Taxonomy for Transition Services
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Oct 23, 2025
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Almaha Bint Abdulaziz Alquhyaz
https://orcid.org/0009-0009-0058-9349
Rashed Fehaid Alqahtani
https://orcid.org/0000-0002-3317-204X
https://orcid.org/0009-0009-0058-9349
Rashed Fehaid Alqahtani
https://orcid.org/0000-0002-3317-204X
Abstract
This study examined teachers’ level of implementation of transition practices related to Kohler’s taxonomy for transition programming The participants were special education teachers (n = 53) of high schoolers with learning disabilities in Riyadh, Saudi Arabia. The overall finding indicated an average level of implementation across all practices recommended in Kohler’s taxonomy. When considered within their domains, an average level of implementation was also identified concerning student-focused planning, student development, family engagement, and program structures. Only practices related to interagency collaboration showed a weak level of implementation. In addition, there were no significant differences in teachers’ implementation level due to differences in their gender, academic qualifications, years of experience in education, experience with students with learning disabilities, and amount of training related to transition. The study concluded by discussing the findings and recommending adopting Kohler’s framework by teacher preparation programs and learning disabilities programs at the secondary stage of education to ensure that students with learning disabilities are empowered to achieve a successful transition.
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Keywords
Learning disabilitiesHigh schoolTransition servicesTeachersResource room
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How to Cite
Alquhyaz, Almaha Bint Abdulaziz, and Rashed Fehaid Alqahtani. 2025. “The Level of Implementation of Learning Disabilities Programs at the Secondary Stage in Riyadh According to Kohler’s Taxonomy for Transition Services”. Journal of Educational Sciences – Qatar University 25 (2). https://doi.org/10.29117/jes.2025.0232.
Section
Articles in Arabic