Abstract
This study investigated how Individualized Education Programs (IEPs) for students with multiple disabilities were developed and implemented, focusing on the gap between academic instruction and functional life skills needed for transition readiness. A qualitative case study design was used to examine how IEPs addressed academic, behavioral, social, and functional domains.
The study involved two elementary students in a specialized school in Saudi Arabia, along with parents, teachers, therapists, and administrators. Data were gathered through interviews, classroom and therapy observations, and document analysis, including IEPs and therapy records. The data were analyzed using thematic analysis.
Findings showed that IEPs were largely centered on academic goals, with limited integration of functional life skills and transition planning. A disconnect between classroom instruction and therapy documentation further restricted students’ preparation for independent living.
The study concludes that a more holistic and collaborative approach is needed. Integrating functional skills and strengthening coordination among stakeholders can improve IEP effectiveness and better support students’ independence and transition readiness.
Keywords: individualized education programs, special needs, multiple disabilities, transition readiness, functional life skills, academic needs, behavioral needs, social needs.
