Abstract
The transition of students with intellectual disability to the post-school stage is considered of great importance to them as well as their families, and it needs some requirements to be carried out successfully. That is why the present study aims to recognize the extent of the availability of successful transition requirements to help these students transfer to the post-school stage based on the perspective of their teachers, as well as to identify the differences between these requirements according to the type of school where teachers work (public, private center), the gender of the students (males, females), and the severity of the disability (mild, moderate and severe). The study sample consists of 317 male and female teachers of students with intellectual disability in Egypt. To collect data, the study relies on a questionnaire of the requirements for transitioning students with intellectual disabilities to the post-school stage (prepared by the researcher). The study’s findings disclosed that the degree of availability of the requirements for transferring students with intellectual disabilities to the post-school stage showed an overall average degree of availability and that the degree of availability of conditions varied about the four subdimensions. The study recommended the necessity of conducting more study related to the transfer of students with intellectual disabilities, improving their transitional plans, developing legislations that guarantee their transfer, and paying attention to the professional development of teachers concerning the transfer of these students.