Factors for a successful transition to the labor market for persons with disabilities: The perspective of special education teachers in Saudi Arabia

Abstract

BACKGROUND:

Despite legislation that promotes the transition of young people from school to work and the increasing knowledge of the factors that contribute to successful transitions, young people with disabilities face lower rates of participation in employment, education, and vocational training compared to their non-disabilities peers.

OBJECTIVE:

The paper aims to examine the perspective of special education teachers (SET) regarding the success factors of the transition to the labor market for persons with disabilities after graduating from secondary school in Riyadh, Saudi Arabia.

METHODS:

To conduct the research, we used a questionnaire; participants were sampled intentionally, and they were a representative sample at the level of Riyadh city (N = 180) of secondary school SET in the 2022/2023 school year.

RESULTS:

Educators have identified several factors critical to success in the labor market transition which can be separated into three categories; 1) person-centered factors, 2) family-specific factors, and 3) community instruction-specific factors. There were no statistically significant differences between the responses of participating SET according to their demographic characteristics (gender, educational level, and years of teaching experience) and the factors for successful labor market transition for persons with disability questionnaire. The results were interpreted in light of the theoretical framework and previous studies, and many recommendations were made for those that employ persons with disabilities.

CONCLUSION:

The findings highlight some of the areas that are critical to the labor market transition: employment and vocational skills’ training in secondary school, and families and community members’ attitudes and high expectations for the future of persons with disabilities.

Keywords

Transition to the labor market successful employment pathways into working persons with disabilities

1 Introduction

Persons with disabilities (PWD) suffer from many persistent barriers while joining the labor market, which lead to continued lower rates of employment, fewer working hours, and lower wages compared to persons without disabilities (Sundar et al., 2018). Obtaining and keeping a job is a common challenge for people with disabilities.

The transition from school to work is critical to the individual’s employment prospects and long-term life opportunities. It has been determined that PWD faces systemic and legislative challenges and are unlikely to be able to easily transition from school to their own work. (Tophoven et al., 2019). During their transition from school to work, PWD may report challenges in obtaining and maintaining employment opportunities. Various sources document poor opportunities for PWD in terms of employment and participation in the labor market compared to the general population (Al-Ajmi & Batal, 2016; Aldosari, 2016; Al-Dosari & Al-Maliki, 2022; Aldosri & Ma’ajini, 2019; Al-quraini, 2017; Ballo, 2020; Dwekat, 2018; Eltahir, 2020; Jetha et al., 2019; Maslahati et al., 2021; Park, 2022; Scanlon et al., 2020).

The significantly high unemployment rate of PWD is one of the critical and long-term concerns in the field of disability policy and special education services in KSA. The Ministry of Human Resources and Social Development, in accordance with the vision of the Kingdom 2030, has endeavored to enable PWD to obtain suitable job opportunities and education that guarantee their independence and integration as active members of society and to provide them with all facilities and tools that help them achieve success and invest their potential in a way that is suitable for it (The Ministry of Human Resources and Social Development, 2022).

Despite a long history of legislation promoting school-to-work transition, students with disabilities continue to work at lower rates as adults than non-disabilities people (Al-Ajmi & Batal, 2016; Aldosari, 2016; Al-quraini, 2017; Ballo, 2020; Jetha et al., 2019; Maslahati et al., 2021; Park, 2022; Scanlon et al., 2020). This is an important issue to be addressed as programs that include work placements have been widely recognized as an effective way to provide people with general and job-related skills through a combination of learning and work (Kuczera & Jeon, 2019).

The purpose of this study is to address this research gap and study the factors that contribute to predicting the success of the transition from school to the labor market for PWD in KSA.

1.1 Background

1.1.1 Transition of Persons with Disabilities to the Labor Market in Saudi Arabia

The transition program must take into account important components such as individual planning, vocational preparation/training, job search and placement, academic treatment and support, counselling, support for systems and services, and ongoing follow-up (Harun et al., 2020). When planning for the transition to work is person-centered, includes active participation and real work experience, and is supported by interagency cooperation, it is more effective, and staff skilled in finding work with people facilitates it (Scanlon et al., 2020). The areas of transitional services include the field of post-secondary employment, the field of post-secondary education, and the field of independent living (Al-Dosari & Al-Maliki, 2022). Transitions to the labor market represent some of the employment disparities experienced by PWD. For example, surveys of employers and HR professionals indicate that employment of PWD can vary depending on the type of work, the size of the organization, and persons’ previous experience with managers of people with disabilities (Sundar et al., 2018). In the current study, the transition to the labor market refers to the employment status of individuals with disabilities after graduating from high school, and employment was defined as working for at least one hour per week.

The ability to engage in stable work is seen as the result of a successful transition from school to work (Harun et al., 2020). Labor force entry, a transition seen as providing prerequisites for social inclusion, contributes significantly to financial independence and the development of stable adult identities, which are social determinants of health (Ineland et al., 2021).

PWD are still unable to access the support they need to participate fully in the labor market due to challenges such as belief, work environments, low wages, cultural discrimination, lack of training, and lack of qualifications (Essaa, 2014).

Research on school-to-work transitions for students with disabilities shows a gap between educational initiatives and workforce outcomes. This has been identified in surveys where several common factors have emerged that may facilitate or impede transitions: (a) planning for the transition, (b) workplaces, (c) business readiness, and (d) getting and keeping a job (Scanlon et al., 2020). Hassanein (2021) mentioned the factors affecting the employment of PWD from the perspective of specialists in the following order: realizing the importance of employment, rehabilitation and training of PWD, the family, then the work environment and finally, the factor of the person with disabilities.

The primary objective of transitional programs at the secondary level for people with disabilities is to provide each student with the opportunity to prepare for the establishment in the labor market, improve the transition from school to work, and increase their chances of getting a job. In the following sections, we review the factors that contribute to the successful transition from school to the labor market among young people with disabilities. These factors can be categorized as (a) factors related to the characteristics of a person with a disability, (b) family factors, and (c) community institution factors.

1.2 Characteristics of persons with disabilities

Employment outcomes for PWD can vary according to individual characteristics such as age, gender, race, marital status, and educational attainment (Sundar et al., 2018). The role of individual characteristics important for choice in different active labor market programs is formed by differences in school-to-work transition within the group of youth with disabilities (Reims & Schels, 2021). The emergence of a disability differently affects the acquisition of educational and work skills (Scanlon et al., 2020). Previous research indicates that the educational level of PWD is useful for the transition from school to work and is one of the most important predictors of employment (Ineland et al., 2021). One of the factors associated with employment disparities among PWD is a person’s health and functional ability, work skills and occupational interests (Sundar et al., 2018). The attitudes and experiences of PWD are among the personal factors that require more attention for employees with disabilities (Park et al., 2016). Other personal factors include age, gender, educational level, and positive traits (Harun et al., 2020).

Self-determination has been identified as an important feature of a successful transition, as well as matching skills acquired in vocational courses with those sought by employers (Scanlon et al., 2020). A certain level of self-advocacy and social interaction is also required for successful integration into the workplace (Sundar et al., 2018). The cognitive, communicative, and professional abilities of individuals with disabilities are among the determining factors in employment (Park, 2022; Park et al., 2016). In their study, Hanafi and Hameed (2021) stated that planning for a successful transition begins with evaluating the transitional stages by collecting the data of the student with disabilities and writing down his strengths, needs and tendencies, their relationship to the requirements of future work and independent life, personal data and the importance of the student’s family and family participation in planning, and the transition and how it relates to the success of the transition.

1.3 Family factors

Parents are one of the most important elements of a successful transition because they help their teenage children develop realistic career goals for future careers, support and enhance their children’s independence, and help them explore future job options they want to pursue (Mercer & Mercer, 2005). The successful participation of individuals in employment is often influenced by their family characteristics. The researchers emphasized the role of family members in assisting with the transition from school to work, providing career guidance, assisting in the work search, facilitating the formation of aspirations, and providing practical and moral support to enhance employment (Park, 2022). Additionally, parental participation and expectations, social and economic status, and parental education are critical factors influencing this transition (Harun et al., 2020). All of these are factors that affect the success of the transition of young people with disabilities from school to the labor market.

Moreover, financial pressures also limit parents’ ability to support their children in their education (Harun et al., 2020). This is an even more pressing issue for youth with disabilities (Hassanein, 2020). Therefore, family poverty is expected to be a driving factor for various transition services from school to work (Reims & Schels, 2021). There are also problems and difficulties related to the family, represented in the excessive protection of the family toward its son with disabilities, which leads to his absence from work, and the low confidence and weakness of the family in relation to the prevailing culture toward PWD (Al-Ajmi & Batal, 2016). The family views some jobs as inferior and not fitting its social position, fearing exploitation and mistreatment of its children in the work environment (Al-Qahtani & Al-Da’aj, 2020).

1.4 Community institution factors

Several societal factors can influence the transition outcomes of PWD. These include trends in the labor market, the characteristics of the employer, such as the obligation to employ and accommodate PWD, social factors such as stigma and bias against disability, and the availability of accessible transportation (Sundar et al., 2018). Also included are other social factors (e.g., work environment and professional services) that influence the successful operation of these systems and the long-term effects for employees with disabilities (e.g., work–life satisfaction, quality of life; Park et al., 2016). Societal factors include support services received from the government and/or NGOs (Harun et al., 2020). Higher education also enhances the participation of PWD in the labor market in transitions from school to work and early career paths (Ballo, 2020). Hanafi and Hameed (2021) also mentioned the importance of establishing relationships between school and community institutions, and how to support these institutions either financially or through the provision of related services to a person with disabilities in the event of graduation from secondary school. The study concluded by Jetha et al. (2019) noted that employers can support the employment of young people with disabilities by providing extended health care and soft accommodation.

Services received during the school include the type of curriculum, the type of program attended, job training skills, training for job seekers, and academic support. While services received after secondary school include vocational training, job training program, training for independent living, protected employment, pre-employment registration, business assistance program by the Department of Labor, social skills’ training, job search and placement, academic treatment and support, and counseling and financial support (Harun et al., 2020). Factors such as the attitudes of co-workers and employers, knowledge of the disability, and support and equipment have been consistently associated with overcoming barriers and experiencing positive outcomes in the workplace (Sundar et al., 2018).

Virtual reality combined with in-company or out-of-company vocational training can facilitate school-to-work transition testing for PWD (Reims & Schels, 2021). In a study by Ineland et al. (2021), they observed that workplace-based learning helps teachers prepare students with intellectual disabilities for the job market.

In general, there is limited research on the transition of PWD from school to the labor market in KSA. This shortcoming may also contribute to the slow progress in developing transitional programs in schools and post-secondary schools. Thus, this study aimed to examine the perspective of special education teachers (SET) regarding the success factors of the transition to the labor market for PWD after graduating from secondary school.

1.5 Purpose

This study addressed the following two questions regarding labor market transitions for PWD. First, what are the factors identified by SET that facilitate the transition to the labor market for PWD? Second, are there statistically significant differences in the views of SET about the most important factors for the success of the transition to the labor market for PWD according to the following variables: gender, educational level, and years of teaching experience?

2 Methods

2.1 Design

The study used a descriptive, non-experimental, quantitative research design to examine the purpose of the study. This approach helped the authors collect data about the situation and draw conclusions that enabled the characterization of the phenomenon and methods for developing practical solutions (Sykes et al., 2018). To understand the dependent variable, i.e., transition to the labor market for PWD, data were collected from SET in secondary schools in Riyadh, the capital of KSA. The independent variables included the demographic characteristics of the respondents (gender, educational level, and years of teaching experience).

2.2 Participants

The study population included all SET in government secondary schools in the city of Riyadh, KSA. The city was chosen because it has the largest number of teachers and special education programs in the Kingdom. Prior to the data collection, special permission for data collection was obtained from the General Administration of Public Education in Riyadh. After that, 18 schools were selected from the city areas where teachers and school administrators were ready to distribute and collect the questionnaire. The co-author contacted the principals of the participating schools and provided them with hard copies and an electronic link to the questionnaire to collect more data and reach hard-to-contact individuals in a large city such as Riyadh. Participation was voluntary, 4 weeks after schools received (accessed) the questionnaire, the research assistant collected the completed questionnaires.

Of the 325 (211 males, 114 females) formally qualified SET working with students with disabilities, responses were received from 180 teachers (108 males, 72 females) with a mean age of (32.25) years and a standard deviation of (4.19). About 105 teachers (58.33%) hold a master’s degree and a higher diploma in special education, while about 75 teachers (41.66%) have a bachelor’s degree in special education. In terms of years of teaching experience, approximately 26.66% of the participants had 5 years or less, 40% had 6–10 years, and 33.33% had more than 10 years of experience. Table 1 summarizes the demographic and educational characteristics of the participants.

Table 1
Demographic and educational characteristics of the participants

Variable Category N Percentage

Gender Males 108 60%

Females 72 40%

Educational level Bachelor degree 75 41,66%

Graduate 105 58,33%

Years of teaching experience More than 10 years 60 33,33%

5–10 years 72 40%

Less than 5 years 48 26,66%

Total 180 100%

Variable	Category	N	Percentage
Gender	Males	108	60%
	Females	72	40%
Educational level	Bachelor degree	75	41,66%
	Graduate	105	58,33%
Years of teaching experience	More than 10 years	60	33,33%
	5–10 years	72	40%
	Less than 5 years	48	26,66%
Total		180	100%

2.3 Instrument

The study reviewed the relevant literature on the level of transition to the labor market for PWD. To our knowledge, there are no research instruments aimed at achieving the objectives of the study. Therefore, the authors developed a questionnaire based on two main criteria. First, the questionnaire was short and simple to ensure the teachers’ willingness to participate and provide accurate information. Second, the components were based on the accumulated published knowledge about the transition to the labor market for PWD. Finally, the questionnaire was originally written in Arabic. After receiving all responses, the items were translated (from Arabic to English and later) by two Arabic-speaking and English-language specialists.

2.3.1 Factors for successful labor market transition for persons with disabilities questionnaire (FSLMTPWDQ) design

For the purposes of this study and to answer its questions, the authors designed a questionnaire that consisted of two parts—a self-report scale. The first part includes the demographic characteristics of the research participants such as gender, educational level, and years of teaching experience, and the second part consists of 28 items classified and divided into three sub-scales. That was adopted, quoted, and modified from (Al-Ajmi & Batal, 2016; Aldosari, 2016; Aldosri & Ma’ajini, 2019; Park et al., 2016; Scanlon et al., 2019; Sundar et al., 2018) to fit the purpose of our study. The sub-scales and number of items are as follows: (a) the factors specific to the person with a disability (seven items; e.g., “the functional abilities and aptitudes of the person with disabilities”), (b) the family-specific factors (eight items; e.g., “families of PWD knowledge of training, rehabilitation and employment agencies”), (c) factors specific to community institutions (13 items; e.g., “inclusion of transitional services in the individual plan for students with disabilities in secondary school”). Responses to the questionnaire were rated using Likert, a five-point scale from 1 (strongly agree) to 5 (strongly disagree). The adequacy of the psychometric properties of the questionnaire, that is, the validity of the structure and the internal consistency was verified. The initial version of the questionnaire was reviewed by six faculty members with experience in transitional services for PWD to verify the validity of the content and evaluate the accuracy and appropriateness of the items for the participants, and also to criticize the overall design of the questionnaire. To check the validity of the questionnaire construction, an exploratory factorial analysis was conducted. Three components of the questionnaire were obtained as follows: A person with disabilities factors = 9,794, family factors = 5,737, and community institution factors = 3,141. The results showed that the questionnaire actually interpreted the observed data, which indicates acceptable validity. In other words, the questionnaire measured the aspects that it aimed to measure (Ginty, 2013; Svensson, 2011). The internal consistency was done where all the values of the correlation coefficients between the degree of each item and the total score of the sub-scale to which it belongs were a significance of the level (0.01), where the correlation coefficients ranged between (0.872**–0.491**). Cronbach’s alpha coefficient was used to measure the internal consistency of the questionnaire. Cronbach’s alpha indicated to the participants an acceptable internal consistency for all sub-scales: Factors related to a person with a disability (0.759), family factors (0.771), and community institution factors (0.944), which indicate that the instrument has high internal consistency.

Note: ** = (0.01)

2.4 Data collection

After careful planning of the research and obtaining ethical permission with reference number 4301093297/1443 AH to conduct it, we applied teacher sampling; each participant was informed of the purpose of the research, and anonymity was ensured during data analysis and publication of results.

2.5 Data analysis

The final raw data was downloaded from Google Forms to a Microsoft Excel file for statistical analyses using SPSS Statistics version 26.0 (IBM Corp., Armonk, NY, USA). Metadata were reported as numbers and percentages or mean±standard deviation according to the nature of the data. The variables were compared using a one-group t-test, two independent groups, one-way ANOVA, 2×2×2 variance analysis, and the relative weight of the questionnaire items. Spearman correlation analyses were performed to calculate the association between continuous variables, and factor analysis to verify the validity of the instrument.

3 Results

The research dealt with revealing the factors of a successful transition to the labor market for PWD in KSA from the point of view of teachers of students with disabilities. After checking the reliability and validity of the research Instrument, we tested the research questions.

3.1 Factors identified by SET that facilitate the transition to the labor market for PWD in the city of Riyadh in Saudi Arabia

3.1.1 Person with disability-centered factors

It is clear from Table 2 that the factors related to a person with a disability differ according to their importance, as these factors were ranked (6-1-7-2-4-3-5), and the mean of the items ranged from 4.39 for Item 6, which states “providing the training necessary for a person with a disability to do the work properly,” to 3.81 for Item 5, which states “the ability of a person with a disability to use technology.”

Table 2
Frequencies, M and SD of the responses of SET to the FSLMTPWDQ (factors related to a person with a disability)

Factor Item M SD Frequencies Order

Strongly agree Agree Undecided Disagree Strongly Disagree

Factors related to a person with disabilities 1. Functional capabilities and aptitudes of a person with a disability 4,33 0,77 94 52 34 – – 2

2. Interests and tendencies of a person with a disability 4,26 0,75 74 85 16 4 1 4

3. Commitment of a person with a disability to the work system 3,91 0,77 44 78 56 2 – 6

4. A person with a disability possesses professional skills relevant to the requirements of the labor market 4,03 0,78 54 83 40 2 1 5

5. The ability of a person with a disability to use technology 3,81 0,93 47 70 45 18 – 7

6. Availability of the necessary training for a person with a disability to do the work properly 4,39 0,89 107 49 14 8 2 1

7. Possession of a person with a disability with the necessary social skills in the labor market/place 4,29 0,76 83 70 25 1 1 3

Factor	Item	M	SD	Frequencies	Order
Factors related to a person with disabilities	1. Functional capabilities and aptitudes of a person with a disability	4,33	0,77	94	52	34	–	–	2
	2. Interests and tendencies of a person with a disability	4,26	0,75	74	85	16	4	1	4
	3. Commitment of a person with a disability to the work system	3,91	0,77	44	78	56	2	–	6
	4. A person with a disability possesses professional skills relevant to the requirements of the labor market	4,03	0,78	54	83	40	2	1	5
	5. The ability of a person with a disability to use technology	3,81	0,93	47	70	45	18	–	7
	6. Availability of the necessary training for a person with a disability to do the work properly	4,39	0,89	107	49	14	8	2	1
	7. Possession of a person with a disability with the necessary social skills in the labor market/place	4,29	0,76	83	70	25	1	1	3

3.1.2 Family-specific factors

It is clear from Table 3 that the factors related to the family vary according to their importance, as these factors were ranked (9-8-13-15-14-10-12-11), and the mean of the items ranged from 4.48 for Item 9, which states “training a person with a disability needs independence and self-reliance on the part of the family,” to 3.62 for Item 11, which states “the family’s positive view of the low salaries of PWD.”

Table 3
Frequencies, M and SD of the responses of SET to a FSLMTPWDQ (family factors)

Factor Item M SD Frequencies Order

Strongly agree Agree Undecided Disagree Strongly Disagree

Family Factors 8. Family participation in the planning process for the transitional program for their son with disability 4,48 0,83 121 29 28 – 2 2

9. Training the person with disability on independence and self-reliance by the family 4,48 0,63 101 67 11 1 – 1

10. Knowing the families of persons with disabilities about the training, rehabilitation and employment agencies 4,27 0,84 87 65 19 9 – 6

11. The family’s positive view of the low salaries of people with disabilities 3,62 1,25 49 71 19 26 15 8

12. Changing family attitudes towards integrating their son with disability with people of typical development in the workplace and society in general 4,21 0,87 80 68 23 8 1 7

13. Changing families’ beliefs that employ people with disabilities is an appreciation for their abilities and status, not pity 4,37 0,73 94 61 24 1 – 3

14. Providing the family with learning opportunities for its son with disability through real-life experiences 4,27 0,71 78 74 28 – – 5

15. Rehabilitation and training of the family for its son with disability through its cooperation with other institutions (e.g., schools, employers). 4,34 0,67 82 79 18 1 – 4

Factor	Item	M	SD	Frequencies	Order
Family Factors	8. Family participation in the planning process for the transitional program for their son with disability	4,48	0,83	121	29	28	–	2	2
	9. Training the person with disability on independence and self-reliance by the family	4,48	0,63	101	67	11	1	–	1
	10. Knowing the families of persons with disabilities about the training, rehabilitation and employment agencies	4,27	0,84	87	65	19	9	–	6
	11. The family’s positive view of the low salaries of people with disabilities	3,62	1,25	49	71	19	26	15	8
	12. Changing family attitudes towards integrating their son with disability with people of typical development in the workplace and society in general	4,21	0,87	80	68	23	8	1	7
	13. Changing families’ beliefs that employ people with disabilities is an appreciation for their abilities and status, not pity	4,37	0,73	94	61	24	1	–	3
	14. Providing the family with learning opportunities for its son with disability through real-life experiences	4,27	0,71	78	74	28	–	–	5
	15. Rehabilitation and training of the family for its son with disability through its cooperation with other institutions (e.g., schools, employers).	4,34	0,67	82	79	18	1	–	4

3.1.3 Community instruction-specific factors

It is clear from the results of Table 4 that the factors related to the institutions of society differ according to their importance, as these factors were ranked (23-28-27-26-19-21-20-22-16-25-18-17-24), and the mean of the items ranged from 4.65 for Item 23, “implementing regulations for the employment of PWD,” to 4.10 for Item 24, “providing a safe work environment suitable for the work of PWD.”

Table 4
Frequencies, M and SD of the responses of SET to the FSLMTPWDQ (factors of community institutions)

Factor Item M SD Frequencies Order

Strongly agree Agree Undecided Disagree Strongly Disagree

Factors related to community institutions 16. Appropriate and appropriate employment conditions with the abilities of persons with disabilities 4,33 0,69 79 85 14 1 1 9

17. Include work-based learning in curricula for students with disabilities 4,12 0,96 73 74 23 3 7 12

18. Include transitional services in the individualized plan for students with disabilities in secondary school 4,23 0,91 80 77 16 – 7 11

19. Employers apply the legal percentage prescribed for the employment of persons with disabilities 4,41 0,98 113 48 5 8 6 5

20. Promote positive attitudes, understanding and cooperation between employers and persons with disabilities 4,37 0,83 94 72 5 6 3 7

21. Providing health insurance for people with disabilities by employers 4,39 0,75 91 78 3 7 1 6

22. Providing adequate housing close to the workplace for persons with disabilities 4,34 0,96 100 61 6 7 6 8

23. Implementation of regulations for the employment of persons with disabilities 4,65 0,70 135 35 3 7 – 1

24. Provide a safe work environment suitable for the work of persons with disabilities 4,10 1,06 81 60 21 12 6 13

25. Promoting positive attitudes of co-workers towards people with disabilities 4,30 1,03 103 50 13 7 7 10

26. Coordinating with employment agencies to secure transition to the labor market for persons with disabilities after secondary school 4,46 0,89 112 53 8 – 7 4

27. Promoting positive attitudes of clients towards the work of persons with disabilities 4,52 0,74 113 57 3 6 1 3

28. Observe justice in wages and salaries among persons with disabilities 4,54 0,83 119 53 1 1 6 2

Factor	Item	M	SD	Frequencies	Order
Factors related to community institutions	16. Appropriate and appropriate employment conditions with the abilities of persons with disabilities	4,33	0,69	79	85	14	1	1	9
	17. Include work-based learning in curricula for students with disabilities	4,12	0,96	73	74	23	3	7	12
	18. Include transitional services in the individualized plan for students with disabilities in secondary school	4,23	0,91	80	77	16	–	7	11
	19. Employers apply the legal percentage prescribed for the employment of persons with disabilities	4,41	0,98	113	48	5	8	6	5
	20. Promote positive attitudes, understanding and cooperation between employers and persons with disabilities	4,37	0,83	94	72	5	6	3	7
	21. Providing health insurance for people with disabilities by employers	4,39	0,75	91	78	3	7	1	6
	22. Providing adequate housing close to the workplace for persons with disabilities	4,34	0,96	100	61	6	7	6	8
	23. Implementation of regulations for the employment of persons with disabilities	4,65	0,70	135	35	3	7	–	1
	24. Provide a safe work environment suitable for the work of persons with disabilities	4,10	1,06	81	60	21	12	6	13
	25. Promoting positive attitudes of co-workers towards people with disabilities	4,30	1,03	103	50	13	7	7	10
	26. Coordinating with employment agencies to secure transition to the labor market for persons with disabilities after secondary school	4,46	0,89	112	53	8	–	7	4
	27. Promoting positive attitudes of clients towards the work of persons with disabilities	4,52	0,74	113	57	3	6	1	3
	28. Observe justice in wages and salaries among persons with disabilities	4,54	0,83	119	53	1	1	6	2

It is clear from the results of Table 5 that the factors of a successful transition to the labor market for PWD are important factors from the perspective of SET, and these factors were arranged based on mean and standard deviation, where the factors related to a person with disabilities ranked first (4, with mean = 15) and standard deviation = 0.84, followed by the factors related to the family, where the mean (4.26) and the standard deviation (0.88), and in the third place came the factors related to the social institutions, where the mean (4.37) and the standard deviation (0.89).

Table 5

M and SD of the responses of SET to the FSLMTPWDQ

Factors	M	SD	Order
Factors related to a	4,15	0,84	1
person with disabilities
Family Factors	4,26	0,88	2
Factors related to community	4,37	0,89	3
institutions

3.2 The Results of Demographic Variables. The Perspective of SET on the Most Important Factors for the Success of the Transition to the Labor Market for PWD According to the Following Variables: Gender, Educational Level, and Years of Teaching Experience

3.2.1 Gender

It is clear from Table 6 that there are no statistically significant differences between male and female SET in their responses to an FSLMTPWDQ, where the “T” value of the differences between the mean scores of male and female SET on the FSLMTPWDQ in the total degree and dimensions respectively (1,361 – 0.777 – 1.73 – 1,009), are not statistically significant.

Table 6
T- value and its statistical significance of the differences between the mean scores of male and female SET in the FSLMTPWDQ

Success Factors of Gender N M SD T Sig

Transition to the

Labor Market

Factors related to a person Males 108 29,33 3,81 0,777 Non- sig

with disabilities Females 72 28,90 3,36

Family Factors Males 108 34,74 4,35 1,73 Non- sig

Females 72 33,65 3,74

Factors related to Males 108 57,71 8,21 1,009 Non- sig

community institutions Females 72 56,38 9,20

Total Males 108 121,78 14,01 1,361 Non- sig

Females 72 118,94 13,28

Success Factors of	Gender	N	M	SD	T	Sig
Factors related to a person	Males	108	29,33	3,81	0,777	Non- sig
with disabilities	Females	72	28,90	3,36
Family Factors	Males	108	34,74	4,35	1,73	Non- sig
	Females	72	33,65	3,74
Factors related to	Males	108	57,71	8,21	1,009	Non- sig
community institutions	Females	72	56,38	9,20
Total	Males	108	121,78	14,01	1,361	Non- sig
	Females	72	118,94	13,28

3.2.2 Educational level

It is clear from Table 7 that there are statistically significant differences between SET who have a bachelor’s degree and their colleagues who have a master’s degree and a higher diploma in their responses to the FSLMTPWDQ in the total degree and dimensions, except for the family factors, which are not significant. The value of “T” for the differences between the mean scores of SET on the FSLMTPWDQ according to the educational level variable (Bachelor–postgraduate) for the total degree and dimensions was statistically significant at the 0.01 level, except for the family factors, which are not statistically significant.

Table 7
T- value and its statistical significance for the differences between the mean scores of SET in the FSLMTPWDQ according to the educational level variable

Success Factors of The educational level N M SD T Sig

Transition to the

Labor Market

Factors related to a Bachelor degree 75 28,02 4,15 2,216 0,01

person with disabilities Graduate 105 29,26 3,34

Family Factors Bachelor degree 75 34,77 4,13 0,671 Non- sig

Graduate 105 34,38 3,66

Factors related to Bachelor degree 75 50,74 16,42 4,347 0,01

community institutions Graduate 105 58,352 6,10

Total Bachelor degree 75 113,54 20,81 3,547 0,01

Graduate 105 122,00 10,81

Success Factors of	The educational level	N	M	SD	T	Sig
Factors related to a	Bachelor degree	75	28,02	4,15	2,216	0,01
person with disabilities	Graduate	105	29,26	3,34
Family Factors	Bachelor degree	75	34,77	4,13	0,671	Non- sig
	Graduate	105	34,38	3,66
Factors related to	Bachelor degree	75	50,74	16,42	4,347	0,01
community institutions	Graduate	105	58,352	6,10
Total	Bachelor degree	75	113,54	20,81	3,547	0,01
	Graduate	105	122,00	10,81

3.2.3 Years of teaching experience

It is clear from Table 8 that there are no statistically significant differences between the less experienced and more experienced SET in their responses to an FSLMTPWDQ. The value of “F” for the differences between the mean grades of SET in the FSLMTPWDQ according to the variable of teaching experience (more than 10 years - less than 10 years to 5 years - less than 5 years) was, in relation to the total score and dimensions, not statistically significant.

Table 8
One-way variance analysis ANOVA of the differences between the mean scores of SET in the FSLMTPWDQ according to the variable years of teaching experience

Factors Variance Sum of Squares DF Mean Square F Sig

Factors related to a Between groups 18,747 2 9,374 13,348 0,702 Non- sig

person with disabilities Within groups 2362,647 177

Total 2381,394 179

Family Factors Between groups 50,243 2 25,122 16,428 1,529 Non- sig

Within groups 2907,818 177

Total 2958,061 179

Factors related to Between groups 52,635 2 26,318 81,646 0,322 Non- sig

community institutions Within groups 14451,426 177

Total 14504,061 179

Total Between groups 322,987 2 161,493 194,678 0,830 Non- sig

Within groups 34457,963 177

Total 34780,950 179

Factors	Variance	Sum of Squares	DF	Mean Square	F	Sig
Factors related to a	Between groups	18,747	2	9,374 13,348	0,702	Non- sig
person with disabilities	Within groups	2362,647	177
	Total	2381,394	179
Family Factors	Between groups	50,243	2	25,122 16,428	1,529	Non- sig
	Within groups	2907,818	177
	Total	2958,061	179
Factors related to	Between groups	52,635	2	26,318 81,646	0,322	Non- sig
community institutions	Within groups	14451,426	177
	Total	14504,061	179
Total	Between groups	322,987	2	161,493 194,678	0,830	Non- sig
	Within groups	34457,963	177
	Total	34780,950	179

4 Discussion

The main purpose of the paper was to examine the perspective of SET according to some demographic and academic variables regarding the success factors of the transition to the labor market for PWD after graduating from secondary school in Riyadh, KSA. It is—to the best of our knowledge—the first survey that was conducted through the perspective of SET on the transition to the labor market after high school for persons with various disabilities in KSA. In this way, this study contributes to professional transition research by presenting the perspective of SET, which is sorely lacking in this field.

The results found several factors related to post-secondary school employment of PWD. The results shed light on three factors that are critical to success in the process of transition to the labor market: factors related to the person with disabilities, factors related to the family, and factors related to community institutions respectively. Several variables closely related to post-secondary school employment outcomes have appeared in numerous studies and reviews (Hanafi & Hameed, 2021; Hassanein, 2021; Scanlon et al., 2020), such as household income and education, high school graduation, enrollment in post-secondary education or training, involvement in extracurricular and community activities, and measures of ability such as communication and self-help skills (Test et al., 2009; Wehman et al., 2015).

The results showed that the factors related to the person with disabilities came first. The possession of the vocational training and social skills necessary for employment, and the enjoyment of the functional capabilities and preparations appropriate to the requirements of the labor market, both contribute to ensuring the employment of a person with disabilities and ensuring his independent living. This finding indicates that in order to increase employment rates for PWD, the Saudi government needs to expand work-based vocational training programs or on-the-job training programs that enable PWD to gain work experience. This result also indicates what has mentioned in the previous literature that job opportunities depend on the level of education and training of the individual and that a low educational level limits the employment of PWD (Vallas et al., 2015). And that among the factors related to successful employment outcomes for PWD are work experience, professional qualifications, and educational attainment (Jang et al., 2014). This result is consistent with the results of Aldosri and Ma’ajini’s (2019) study, which stated that people with intellectual disabilities lack some of the necessary skills at work, which limits their employment opportunities. In the study by Spangler et al. (2011), it was noted that persons with severe disabilities face a higher degree of stigma in the workplace, and greater barriers to obtaining or keeping a job.

The authors consider that Item 6, “the availability of the necessary training for a person with a disability to do the work properly,” ranked first in the factors related to a person with a disability, having a high degree of response from the perspective of the participating teachers to the teachers’ conviction of the importance of rehabilitation and training for a person with disabilities according to his abilities and skills to facilitate entry into the labor market. and that employers are working continuously to attract more qualified and trained workers. Therefore, there is a need for training in skills that deepen participation, communication and interaction with others, which directly contributes to doing the work in the right way. This is consistent with the results of Al-Ajmi and Batal’s (2016) study, which confirmed that one of the difficulties facing the employment of persons with intellectual disabilities is that they do not receive necessary training to do the work properly. This result also agrees with what was mentioned by Wehman et al. (2015): The experience of paid work during high school helps students with special needs develop socialization skills in the workplace and may also serve to dispel employers’ fears and perceptions about PWD. This result differs from the result of the study by Hassanein (2021), where the factors related to the person with disabilities came in the last order.

It can be explained that Item 5, “the ability of a person with a disability to use technology,” in the last rank from the perspective of the participating teachers is that the personal characteristics and abilities of a person with a disability are more important than his use of technology. This result differs from the results of the study by Scott et al. (2019), which mentioned that the use of communication technology can affect the employment of persons with autism spectrum disorder.

Family factors came in second place because if a person with a disability has the training and qualification necessary for work, and is qualified for the job, it will contribute to the stability of the family and reduce the pressures associated with the presence of a person with a disability. Indeed, employing a person with a disability contributes to enhancing his position in the community and looking at her as employing her son is a success story for the family entity (Hassanein, 2021). This result differs from the results of Al-Ajmi and Batal (2016) and Aldosri and Ma’ajini (2019) which observed that the family may be a parry to the employment of PWD.

The authors consider that Item 9, “training a person with a disability on independence and self-reliance by the family,” ranked first with a high degree of response from the perspective of the participating teachers, because families with higher expectations provide their children with opportunities, support, and encouragement to work more independently. It also indicates the importance of the person with a disability acquiring basic employment skills such as independence and self-reliance. Here, schools must help families recognize the impact that their expectations may have on their children’s goals and decisions and provide support to encourage families to take on greater responsibility. This result is in agreement with the results of Wehman et al. (2015). There is a relationship between parents’ expectations for the academic achievement of students with disabilities in secondary school and employment outcomes.

In the last place comes Item 11, “the positive attitude of the family toward the low salaries of PWD.” This means that the low salaries of PWD may not be considered an obstacle to employment if there is a positive tendency for families to employ their children with disabilities, regardless of the size of the salary that they get paid. This result also shows the extent of the impact that families’ expectations can have on the salaries of their children with disabilities when hiring, and the provision of support to encourage parents to assume higher responsibilities.

Concerning factors related to community institutions, this result is consistent with the results of the studies by (Ballo, 2020; Dwekat, 2018; Jetha et al., 2019; Scanlon et al., 2020). Moreover, in this context, this result is in agreement with the results of the study by Henry et al. (2014). Employers have identified stigma, skepticism about applicants’ abilities, and the complexity of the public employment with disabilities service system as challenges and barriers to employment, increased diversity, expanded talent, and increased brand loyalty as benefits to employing people with disabilities.

Item 23, “Implementation of the Employment Regulations for PWD,” ranked first in the factors related to community institutions, with a high degree of response from the perspective of the participating teachers. This result is consistent with the results of Eltahir’s (2020) study that the lack of implementation of laws and legislations related to the employment of PWD is a barrier to the employment and work of PWD. This result confirms the importance of implementing the laws binding on the employment of PWD and improving coordination through the service system for the employment of PWD to increase their job opportunities.

It can be explained that Item 24, “Providing a safe work environment suitable for the work of PWD,” ranked last as one of the factors related to society. Safe work environments already exist in places of employment for PWD, and this is self-evident and non-compromising. This result is in agreement with the results of the study by Scott et al. (2019), which emphasized the importance of the work environment in the employment of PWD. As identified by Burke et al. (2013), negative attitudes of co-workers or supervisors serve as major barriers to hiring and retaining PWD from the employers’ perspective. Kaye et al. (2011) noted that the main reasons for employers not hiring workers with disabilities are a lack of awareness of disability and accommodation issues, concern about costs, and fear of legal responsibility.

The main results also revealed that there were no statistically significant differences between the responses of the participating SET according to their demographic and academic characteristics regarding the success factors of the transition to the labor market for PWD. Specifically, the differences between male and female teachers were not significant according to the variable of gender and the variable of years of teaching experience, while there were only slight differences between the responses of the participants according to the variable of educational level in favor of the participants with postgraduate studies (higher diploma, master’s degree), except for the field of factors related to the family not having a statistical function.

It can be explained that there are no statistically significant differences between the responses of male and female teachers participating in the total degree to the factors of a successful transition to the labor market for PWD in the city of Riyadh, that the study participants of different sexes find that the factors of success in employing more PWD in the labor market require PWD. There is an interest in providing better services programs, and rehabilitation and training through which it is possible to facilitate the employment of PWD. The authors attributed the absence of differences in the responses of male and female teachers to the fact that the quality of transition services and vocational rehabilitation programs or training courses in secondary schools regarding preparation and rehabilitation for PWD is the same in schools for both boys and girls. In addition to this is the convergence or similarity of the attitudes of male and female teachers toward the employment of young people with disabilities. Everyone works within a single educational system that has general orientations that both male and female teachers coexist, and the education system, especially in secondary schools, with its curricula, programs, methods, activities, and training means Boys and Girls’ Schools. This may be attributed to the conviction of all teachers, males and females, as the most important factors for the success of employment of PWD after high school, which increases to a large degree the effectiveness of employment and the transition to the labor market, reduces unemployment, and provides an interactive work environment for PWD. This result can also be justified by the fact that the participants agreed that these factors play a major role in the employment of PWD, and also, they all recognized the efforts of KSA in the issues of rehabilitation, training and employment for PWD. This result differs from the results of Hassanein’s (2021) study, which found that there are differences between specialists’ awareness of the factors affecting, in favor of females, the employment of PWD due to the gender variable.

The authors attribute the reason for the absence of statistically significant differences between the responses of male and female teachers with different teaching experiences to the similarity of educational courses and workshops held by education departments to help them get acquainted with the reality of the employment of these students and their professional abilities, and in order to understand their needs and characteristics. It made them have sufficient information to identify the skills necessary for the transition of these students to the labor market after graduating from secondary school. From this, it is inferred that all teachers, whether new or old (having spent less than 5 years to more than 10 years) at work, all agree on the most important factors that help the successful transition of students with disabilities to the labor market, and they agree that the reality of employment It is still without ambitions and hopes and that there are a number of factors that facilitate the transition to the labor market.

The differences between the responses of the participating teachers regarding the success factors for the transition of PWD to the labor market, specifically the factors specific to the person with disabilities and the factors specific to community institutions, in favor of teachers with higher academic qualifications, are due to the provision of higher diploma and master’s programs that allow teachers to view courses and train on the latest practical and theoretical experiences in the field of specialization. In addition to his follow-up to the latest Arab and foreign studies in the mechanisms and methods of rehabilitating, training and preparing students with disabilities to move to the labor market, which will grant them more experience, support their achievement of the required standards, and increase their awareness of the search for the best ways that may help them improve the transition of people with disabilities to the labor market.

The results also showed that there were no statistically significant differences in the factors of a successful transition to the labor market for PWD in the city of Riyadh, according to the educational level of the teacher (bachelor, postgraduate studies) with regard to family factors. This can be explained, regardless of the educational qualification, that SET adopt positive attitudes toward supporting the transition of students with disabilities to the after-school stage with regard to family factors, and realize the importance of providing transitional services to them. This is because all teachers in the study community are those affiliated with the Ministry of Education, and they have a unified educational system and unified rehabilitation programs for the transition of students with disabilities to the labor market. Therefore, it is expected that there will be agreement and the absence of differences in determining the importance of the skills necessary for the transfer of students with disabilities and employment between them. From this, it is inferred that the participants’ assessments of university and postgraduate qualifications agree with the factors of a successful transition to the labor market for PWD in the city of Riyadh. It can also be attributed to the fact that all teachers of different educational levels have become aware of the importance of employing PWD in the labor market and the importance of the role of the family, as teachers do not differ in this at their different levels of education. This may also be due to the realization of SET—regardless of their educational levels—of the importance of the transition of students with disabilities to the labor market and their possession of the professional skills necessary for employment, in addition to the fact that all SET of different educational levels receive the same training programs, and they study the same courses, which help in the similarity of their teaching and training practices, regardless of their educational level.

4.1 Limitations

When interpreting the results of the study, some limitations must be taken into account, one of which is limited quantitative data. This inevitably reduces the ability to generalize these results to larger groups of students and teachers interested in transitioning to the labor market in KSA or similar educational programs abroad. Another limitation is that our study presents results only from the perspective of SET, and does not include any experiences or opinions from parents, employers, or students themselves, all of whom are key stakeholders in the school-to-work transition process. In addition, we are aware of the fact that some variables—such as type of disability, family socioeconomic background, and cultural capital—can impact a person’s ability to enter the labor market. As only quantitative data were used, the integration of quantitative data with qualitative information can add useful insights and investigate other aspects of this complex phenomenon in more depth. Since this study was limited to one metropolitan city, the results may not be generalized to other geographic locations that differ in terms of population, environment, legal context, and type of government employment assistance services.

5 Conclusion

In general, this paper has increased our understanding of the employment experience of Saudi youth with disabilities and the factors and challenges associated with their work. The results showed that current relocation services did not translate into successful training or employment after high school or independent living for students. This clearly shows that the current practice in KSA for the employment of PWD needs further improvement. While it is difficult for PWD to obtain employment, vocational training and skill acquisition greatly improve their chances of obtaining and maintaining a job. The results indicate that the attitudes of families and groups of society toward the work of PWD, and colleagues in the work environment are relevant and contribute to the success of the transition to the labor market.

5.1 Implications for policy, practice, and research

Although the results did not prove to be the best factors for ensuring a successful transition to the labor market, they indicate that effective transition services should facilitate independent work and living, pursue vocational training, and collaborative efforts among members of the multidisciplinary transition team, including students and parents. The implications of positive social change include better preparation of PWD to learn the academic, social, and workplace skills needed to succeed in adult life; promote training in job-related skills, multiple work skills, decision-making, acceptance of instructions, responsibility, interpersonal relationships and communication, social participation, and the ability to adapt to circumstances and potential changes, particularly during secondary education, because they are essential job skills. The family is also considered one of the factors facilitating the employment of PWD, when families are constantly provided with information about training, rehabilitation and employment bodies, and their cooperation with schools and employers, as well as about the capabilities of PWD. Governmental vocational rehabilitation agencies with robust school-to-work transition policies and practices are more likely to help students with disabilities achieve early referrals and a smooth transition to workforce participation. Employment options for young people with disabilities may be limited by community, family, and school staff, but it is possible that vocational training during high school greatly increases the likelihood that these young people will get a job while they are in school, and after they graduate from high school. The timing of transitional education and planning services is also important.

Training programs should also take into account professional/employment skills, which will better prepare them to work according to the current market demands. Schools can use this information to improve the employability of students with disabilities by providing work experience at school and in the local community and by benefiting from training outside of high school. These findings may provide a better indication that school, community, and family interventions can help students with disabilities achieve better employment outcomes after high school. We, therefore, believe that education, disability and rehabilitation professionals should have high expectations of the successful employment of these young people, regardless of their disability, and the local economic conditions of the communities in which they live. Relevant governmental or non-governmental agencies may consider proposals for more comprehensive vocational training and job skills in post-secondary schools to ensure that Saudi youth with disabilities are better prepared for sustainable employment.

Finally, factors facilitating the transition to the labor market should include issues and factors that go beyond teaching skills and detailed forms of information and emotional support for the needs of young people with disabilities and their families. Thoughtful relocation services include environmental context, interpersonal skills, and compatibility between these two.

Future research may focus on the opinions of parents, employers or students themselves, and all major stakeholders in the school-to-work transition process, and compare them with the results presented here. Appropriate facilities and funding should be considered as grants for the provision of buildings and equipment to employers, as well as cooperation between policymakers and stakeholders, including the public and private sectors, to maximize employment opportunities for PWD. Future research should attempt to better define factors of employment success, such as income and disability benefits, employer-based health insurance, job retention, job matching with student transfer goals, and similar methods.

Footnotes

Acknowledgments

The authors thank all participants who contributed their valuable time and information to this study. They also thank Aldaghmi AlAnoud for support with the review and design of the study, translation and rewriting of the manuscript into English.

Conflict of interest

No conflict of interest was reported by the authors.

Ethical approval

Ethical approval was obtained from Jouf University (no. 2/43/1808).

Author contributions

All authors contributed in the same manner to the study conception and design, manuscript drafting, and data interpretation. All authors read and approved the manuscript in its final form.

Funding

This work was funded by the Deanship of Scientific Research at Jouf University (grant no. DSR2022-NF- 16).

Informed consent

Participants provided written informed consent to participate in the study.

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Success Factors of	Gender	N	M	SD	T	Sig
Transition to the
Labor Market
Factors related to a person	Males	108	29,33	3,81	0,777	Non- sig
with disabilities	Females	72	28,90	3,36
Family Factors	Males	108	34,74	4,35	1,73	Non- sig
	Females	72	33,65	3,74
Factors related to	Males	108	57,71	8,21	1,009	Non- sig
community institutions	Females	72	56,38	9,20
Total	Males	108	121,78	14,01	1,361	Non- sig
	Females	72	118,94	13,28