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Evaluación de los profesores del plan de estudios vocacional para estudiantes de secundaria con discapacidad

Hussain A Almalky¹, Shaykhah M Alqahtani²

¹Department of Special Education, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz University, Al-Kharj 11942, Saudi Arabia; King Salman Center for Disability Research, Riyadh 11614, Saudi Arabia.

Research in developmental disabilities

|August 26, 2025

Resumen

Los maestros de educación especial en Arabia Saudita ven favorablemente los currículos vocacionales, pero sugieren mejorar las actividades de aprendizaje para los estudiantes con discapacidad intelectual (ID). La mejora de métodos prácticos e individualizados es clave para mejorar las transiciones de empleo y alinearse con la Visión 2030.

Área de la Ciencia:

Educación especial
Desarrollo del plan de estudios
Formación profesional

Sus antecedentes:

Los estudiantes con discapacidad intelectual (ID) se enfrentan a desafíos en la transición al empleo.
La educación profesional es crucial para las habilidades de la fuerza laboral y la vida independiente.
Existe una investigación limitada sobre la efectividad de la educación profesional para estudiantes con ID en Arabia Saudita, lo que provocó esta evaluación.

Objetivo del estudio:

Evaluar las percepciones de los maestros de educación especial sobre la idoneidad del plan de estudios vocacional para los estudiantes de secundaria con ID en Arabia Saudita.
Investigar si las cualificaciones docentes, la especialización, la experiencia o el entorno influyen en estas percepciones.

Principales métodos:

Una encuesta cuantitativa evaluó los ámbitos del plan de estudios: presentación, relevancia del contenido, actividades de aprendizaje y evaluación.
Se analizaron datos de 84 maestros de educación especial en Riad utilizando estadísticas descriptivas y pruebas t.
La fiabilidad y validez se confirmaron a través de la revisión alfa y experta de Cronbach.

Principales resultados:

Los profesores en general calificaron positivamente el plan de estudios, especialmente el estilo de presentación.
Las actividades de aprendizaje recibieron calificaciones más bajas, lo que indica la necesidad de métodos más experimentales e individualizados.
No se encontraron diferencias demográficas significativas, lo que sugiere un consenso entre los profesores.

Conclusiones:

El estudio destaca la necesidad de mejorar las actividades de aprendizaje para mejorar las habilidades funcionales y los resultados laborales.
Las mejoras del plan de estudios deben incorporar estrategias prácticas y diferenciadas alineadas con las normas internacionales.
Estas mejoras respaldan los objetivos de la Visión 2030 de Arabia Saudita para la educación profesional inclusiva.

Palabras clave:

Evaluación del plan de estudios Discapacidad intelectual Arabia Saudí Educación secundaria Educación profesional

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