Saudi teachers’ attitudes toward community-based vocational instruction for secondary students with intellectual disabilities

Community-Based Vocational Instruction (CBVI) offers students with intellectual disabilities (ID) authentic, work-site learning experiences that support meaningful employment and social inclusion. This national survey examined the attitudes of Saudi secondary special-education teachers toward CBVI and the demographic, institutional, and regional factors influencing their perspectives. Data were collected from 139 teachers (response rate = 38.6 %). Teachers expressed strongly positive attitudes overall (M = 4.44, SD = 0.38), with female teachers reporting significantly higher scores than males (t(137) = –2.01, p = .047, d = 0.38). No other demographic or contextual variables produced statistically significant differences. The findings suggest that Saudi teachers are ready and willing to implement CBVI. The study discusses implications for teacher training, policy alignment with Vision 2030, and multi-agency collaboration to enhance employment pathways for youth with ID.