Transition: A Look at the Foundations

Abstract

This essay critically examines the model of transition that has been proposed by the Office of Special Education and Rehabilitative Services. A summary of a recent study of secondary special education is also presented, focusing upon needed areas of improvement. Recommendations are offered for modifying the basic model of transition and for improving high school programs as a foundation of transition.

The Extent to which Transitional Services Prepare Deaf Learners for Community Participation: the Zimbabwean Case

“…It seems able bodied persons are expected to learn, work and contribute to their families and communities .As for people with disabilities we seem to derive much satisfaction when they fend for themselves outside the community .It seems when a society fail to recognize them in such a sphere they feel quite marginalized .There is need for society to involve them and expect them to help their communities.According to Burdine (1993) institutional goals should focus on the requirements of the community, such skills can help deaf persons to become functional society members. While Halpern (1994) revealed that a community based approach is expensive due to transport and liability issues it is imperative for special schools to craft such an approach at lower level when resources permit. The frequented environments should be those the child and his /her family found themselves in now and in the future (Falvey, 1989).…”

“…A research carried by Halpern (1994) revealed that a number of school districts in America are reluctant to use a community-based approach due to difficulties in transportation and liability issues when accidents occur, safety of students and lack of parental support. According to a research by Myezwa and M'kumbizi (2003) a lot of attempts are being made for the participation of people with disabilities in the community.…”

Self-Determination and Quality of Life: Implications for Special Education Services and Supports

“…In the early years of special education, this outcomes-orientation focused almost exclusively on· one outcome--employment. Within a short time, however, it was generally accepted that these programs and services should prepare students to attain a wide variety of adult outcomes (Halpern, 1985;Sitlington, 1996).…”

“…The problem is that these assumptions may or may not be true. As Halpern (1985) noted, getting a job is not a prima facia guarantee of the good life. None of these accountability mechanisms adequately ensures that education leads to a better quality of life, because they simply don't measure that specific outcome.…”

The effects of transition intervention on students with mild disabilities.

“…A number of scholars have documented these problems (Blackorby & Wagner, 1996;L. Brown, Nietupski, & Hamre-Nietupski, 1976;Clark & Kolstoe, 1995;Flexer, Baer, Luft, & Simmons, 2008;Flexer, Simmons, Luft, & Baer, 2005;Halpern, 1985;Kohler, 1993;Morningstar, Turnbull & Turnbull, 1995;Rusch & Chadsey, 1998;Sitlington & Frank, 1990;Szymanski, 1994;.…”