Investigating Components, Benefits, and Barriers of Implementing Community-Based Vocational Instruction for Students with Intellectual Disability in Saudi Arabia

Special education teachers’ perceptions towards community-based vocational instruction (CBVI) are critical for effective implementation of related activities for students with intellectual disability (ID). This paper examines special education teachers’ perceptions towards CBVI in preparing secondary students with ID for postschool employment in Saudi Arabia. A web-based survey was used for data collection. The survey was distributed to the population of special education teachers in public high schools in Riyadh city, Saudi Arabia. Based on the survey results, this study examines educators’ perceptions about the components, the benefits, and the barriers to implementing CBVI. The results indicate that teachers are generally confident about the importance of CBVI components and show positive perceptions toward the benefits of implementing CBVI. Additionally, the results reveal some barriers to implementing CBVI in Saudi Arabia. Implications and recommendations are also discussed.