In 2005, Saudi high schools began providing transition services for students with intellectual disability. However, recent studies have found that these services need improvement. Therefore, this study explored current transition services to help identify challenges that weaken these services and to recommend improvements for them. Eleven teachers of students with intellectual disability were interviewed, and data were analyzed qualitatively. Study findings concluded that four main issues must be addressed to advance Saudi transition services: (1) special education teacher preparation programs, (2) transition services’ policies and regulations, (3) Individualized Transition Plans, and (4) collaborative practices.

Project SEARCH is a unique program for young adults with intellectual disabilities to transition from high school to work. This program teaches individuals with intellectual disabilities (interns) job skills in an inclusive work environment, such as a hospital. The purpose of the study is to understand the involvement and perceptions of supported employment within Project SEARCH for coworkers of the interns and Project SEARCH staff. Qualitative research methods were employed in this study. The data were collected by interviewing two groups separately, Project SEARCH staff and coworkers of the interns. The results indicated that the participants had provided an inclusive work environment to the interns through positive attitudes and support. The results have important implications for research in the field of inclusive and supported employment.

Many studies have been focused on video modeling and prompting as effective evidence-based practices to teach conversational skills to students with autism spectrum disorder (ASD). However, few studies have focused on teachers who implement video modeling and prompting in their classrooms. This article aims to describe the experiences and perceptions of four special education teachers who have used video modeling and prompting with four autistic students for a semester in their classrooms. The participants were asked questions related to three main areas: effectiveness, practicality, and acceptability. Most of the teachers did not regard this intervention as an effective and acceptable way to teach conversational skills to students with ASD. Training and support was requested by all teachers to enhance the practicality of this intervention. Other important implications for researchers and teachers were identified.

Video modeling (VM) is an evidence-based practice that has been used with individuals with disabilities as an intervention to acquire a variety of skills, including vocational skills. The main goal of this study is to evaluate the effectiveness of VM as an intervention tool for individuals with intellectual disabilities in learning and remembering how to prepare meals in a fast-food restaurant. To achieve this, the study used an experimental method, specifically a single-subject design with a multiple probe approach. The study sample included four individuals with intellectual disabilities who were enrolled in a training and rehabilitation institution. The findings of the study found that VM is an effective intervention tool to help individuals with intellectual disabilities learn meal preparation skills in fast-food settings. The results indicated a correlation between using VM techniques and gaining these important skills. Additionally, the participants were able to remember what they learned for more than two weeks after stop using the intervention. The study provides practical suggestions for using VM in training and rehabilitation programs for individuals with intellectual disabilities.