SPECILA EDUCATION

Transition Strategies in Special Education

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Transition Strategies in Special Education19-
   

Transition Strategies in Special Education

Lecture 1 Notes

LECTURE 1

Introduction to Transition Strategies in Special Needs

The topic highlights on issues of transition strategies and special needs. The student teachers will be guided to define transition strategies, describe transition strategies in the era of globalization, and the challenges facing society in implementing transition strategies. The role of economy, gender, media, education, civil society, political parties, and the family will be explored.

The Tanzanian experience of transition strategies will be the main focus of discussion with a view to understand the historical evolution of transition strategies and the disability (rights). Learners are expected also to develop understanding of the conceptual and practical definition and personal implications of “transition” to individuals with special needs and disability.

In life everyone is involved in transition. There is a transition from birth to adulthood. There are transitions from early childhood Education to primary, from primary to secondary education, and from secondary education to post secondary and or higher education.

There are transitions from home to school and from home to leading an independent life. These transitions are not a problem to average person as they are common and sometimes do not require much modifications. However it is important to note that transition planning and implementation is important for all.

What is transition?

Transition refers to a change (e.g., who provides services, what activities are available). Transition is what we experience in everyday life. These transitions in education for persons with disabilities  can be: transition from home/hospital into school; transition from grade to grade or school to school and or   Transition from school into the adult world.

According to Wehman (2001) transition is life changes, adjustments, and cumulative experiences that occur in the lives of young adults as they move from school environments to more independent living and work environments.

It is the bridge between the security and structure offered by the school, and the opportunities and risks of adult life. Transition is not a single point in time, but an ongoing process.

There are transitions from primary to secondary education and or from an event to another event and sometimes from classroom to a new classroom or school to school.  In each of these scenarios, the children and their families are experiencing a transition.

Transitions occur at many levels, big and small, obvious or subtle. The obvious transitions such as entering or leaving a program or changing from one program option to another necessarily require planning and preparation. Other transitions such as developmental changes or moving from one activity to another in the course of a day also require thoughtful attention, but they can be overlooked because we may not immediately iden­tify them as transitions.

Still, in all cases, transitions are about change, a passage from one experience, stage, or activity to another, and thus, all demand careful consideration.

The issue of transitions, whether they are big or small, is a particularly sensi­tive for infants and toddlers because of the developmental characteristics that are pronounced during this age period. Infants and toddlers have a limit­ed framework for understanding change and fewer resources to deal with stress than older children or adults have.

Thus, consistency and continuity play a particularly important role in helping children successfully manage transitions.

It can therefore be said that transition is a life changes, adjustments, and cumulative experiences that occur in the lives of young adults as they move from school environments to independent living and work environments.

Examples of transitions include changes in self awareness, body, sexuality, work and financial needs, and the need for independence in travel and mobility. Successful transitions do increase success, confidence, and competence in ones’ work skills.

. There are 3 main types of transitions in a school setting:

.Transitions between activities within a given setting (e.g., snack to playground; outdoor recess to large group).

. Transitions between multiple settings on the same day (e.g., preschool to after-school child-care program; home to child care).

. Transitions between programs (e.g., birth-three programs to preschool, preschool to elementary school etc.).

For transition to be effective we need transition services.  The term “transition services” means a coordinated set of activities for a child with a disability that

  • is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post -school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
  • is based on the  individual child’s needs, taking into account the child’s strengths, preferences, and interests; and
  • includes instruction, related services, community experiences, the development of employment and other post -school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.

Transition Specialist is an individual who plans, coordinates, delivers, and evaluates transition education and services at the school or system level, in conjunction with other educators, families, students, and representatives of community organizations.

Transition to adult hood for persons with disabilities

Persons with disabilities face a number of transitions that must be successful in order to move to a stable adulthood.  These transitions include:

  • Employment: the ability to be employed thus is good and thus a need to develop skills related to job market and job seeking skills;
  • Living arrangements: They would want to lead independent life and not stay at home all their life. Thus transitions to daily living skills are important so that they learn how to support themselves in life;
  • Getting around the community. It is an aspect of mobility. Persons with disabilities want to be able to walk around freely. In order for persons with disabilities to walk freely need training, thus a need for mobility training.
  • Financial independence: Economic self-sufficiency is major goal that most citizens desire. Education thus has to provide opportunity for persons with disabilities to learn financial planning, investment strategies, or methods that would help them improve their financial health;
  • Making friends: persons with disabilities would want to make friends. In this aspect both parents and teachers need to be sensitive into changing nature of peer relationships.
  • Sexuality and self esteem: In the transition strategies persons with disabilities are to be trained sexuality and self-esteem. As they grow into teenagers they start developing their own values.
  • Having fun: In the case of having fun and leisure persons with disabilities need to participate in sports and games. The challenge is always related to preparing materials suitable for persons with disabilities.

What is a special need?

Special needs are referred to as a term used in clinical diagnostic and functional development to describe individuals who require assistance for disabilities that may be medical, mental, or psychological. Thus according to this definition, all people needing assistance to accomplish a special task can be said as having a special need.

A child or young person has special educational needs (SEN) if he or she has learning difficulties or disabilities that make it harder for him or her to learn than most other children and young people of about the same age

. Many children and young people will have special educational needs of some kind during their education. Early years settings, schools, colleges and other organisations can help most children and young people overcome the barriers their difficulties present quickly and easily.

A few children and young people will need extra help for some or all of their time an early years setting, school or college. So special educational needs could mean that a child or young person has:

  • learning difficulties – in acquiring basic skills in an early years setting, school or college
  • social, emotional or mental health difficulties – making friends or relating to adults or behaving properly in an early years setting, school or college
  • specific learning difficulty – with reading, writing, number work or understanding information
  • sensory or physical needs – such as hearing impairment, visual impairment or physical difficulties which might affect them in an early years setting, school or college
  • communication problems – in expressing themselves or understanding what others are saying
  • medical or health conditions – which may slow down a child’s or young person’s progress and/or involves treatment that affects his or her education.

 Best practice in transition services and supports:

  • collaboration among everyone involved with youth with a disability development;
  • building capacity of all persons involved in transition and also within the environments of communities and society at large;
  • navigation to support youth and families through the transition;
  • information that is accessible and useful to everyone involved;
  • education at all levels including youth, families, community members, service providers and society; and
  • ongoing research to provide the evidence needed to move forward (Stewart et al.2009).

Transition strategies in globalisation

Transition strategies are techniques used to support individuals with disabilities during changes in or disruptions to activities, settings, or routines. The techniques can be used before a transition occurs, during a transition, and/or after a transition, and can be presented verbally, auditorily, or visually.

These techniques might include teaching a child with a disability including those with specific learning disabilities, speech and language impairments, mental retardation, emotional disturbance, multiple disabilities, hearing impairments, orthopedic impairments, other health impairments, visual impairments, autism, deaf-blindness, and traumatic brain injury on learning daily routine activities including purchasing things, cooking, requesting a service, and helping themselves.

For this to happen persons with a disability need to learn community skills including domestic (e.g making food and using napkins), functional academics (like using picture communication, writing skills, reading skills), communication (requesting a break, requesting bathrooms, requesting change of activity like going for lunch, choosing a meal and choosing a drink), social (like greeting others, saying thank you), and motor (training on how to use alternative legs, using hands and legs).

The transition strategies include:

Supportive infrastructure to guide the transition process that includes written materials for staff and families, forms that support specific transition activities, transition plans, interagency agreements, specific transition policies that address parental choice and program options, dedicated personnel for transition planning, and support from administration for staff participation in transition planning and activities.

Relationships and communication: there should be relationship and communication between agencies to help create a seamless system of transition by attending and participating in interagency meetings, staff meetings, encouraging dialogue between agency staff; and providing training opportunities for staff that occur across agencies and programs.

Continuity and alignment between sending and receiving programs that includes coherence across programs in terms of curriculum and expectations, continuity of related services personnel from the sending to the receiving environment, and alignment in relation to the conscious and transparent connections that are made between program curriculum and expectations.

In the era of globalisation there are opportunities that empower youth with disabilities if tapped are good to make persons with disabilities to lead good quality of life. These include:

  • Internet: Once persons with disabilities are trained to use internet it means they have opened avenues to education, leisure, jobs, business, and communication media and create job opportunities in the area of ICT. Once people are aware that persons with disabilities use internet companies will start making available hardware and software for persons with cognitive, physical, and emotional disabilities to become more independent.
  • Global economy: A number of business are online as such it is also an opportunity for persons with disabilities to participate. Business is becoming not that of travelling long distances as can be done through use of computers, mobile phone, and fax machines. Thus persons with disabilities have opportunity to participate.
  • Advances in research: this is an opportunity that allows many social members to learn from others. More research indicate things like helping people learn, on developing instructional materials, on developing instructional environments, and on required support for employment.
  • Legislative advances: Policies and acts are increasingly producing opportunities for the rights of persons with disabilities. Law are tools that support individuals in creating opportunities for everyone to become responsible.

Challenges in implementing transition strategies

Despite all efforts to make transition strategies, numerous challenges face youth with disabilities including

Violence in schools and the community: Persons with disabilities face violence in the homes, in the schools, and in the community. An example is that found in developing countries including Tanzania where persons with albinism are killed. However, these social disorders can be reduced through use of communication for creating awareness, teaching safety procedures, teaching anger management skills, counselling and providing psychological help (Wehman, 2003). Violence in homes and schools cannot be tolerated however expulsion to school cannot be the answer.

Thus early identification and intervention are critical. Strategies in the form of alternative schools, behavioural interventions and early identification can be of a help in remedying the problem.

Access to alcohol and drugs: these are issues affect productivity, performance, and safety of persons with disabilities. Access to alcohol and drugs are not appropriate to all social members. School administration policies can help to reduce the problem.

Divorce and family discord: In many cases families of children with disabilities are lead by a single family member. Thus children do not benefit from the two parents on a day-to-day basis; furthermore, on families with two parents there are history of domestic violence, excessive use of alcohol, use of drugs, and or general negligence.

Divorce and family discord adversely affects the education of children with disabilities who have developed communication disorder, orthopaedic or ambulatory disabilities, or reading or speech problems as will have limited family support.

Poverty: Many of the children with disabilities come from poor families and thus cannot have school materials, cannot pay school fees, and cannot meet their health challenges. These children cannot eat at school and thus do not attend classes seriously.

The problem of poverty cannot be solved by school teachers instead is a social problem that need to be addressed by all stakeholders.

Emphasis on school reform and testing: In many cases there are pressure set around testing and changing of curriculum. For example, testing in core curriculum science, arts, mathematics, language arts, civics and foreign languages and that all students should pass a certain level in order to receive certification.

These emphasis on testing affects children with disabilities who require need reasonable accommodations to take tests and those who need a different area of focus than the core academic areas.

These educational reforms are barriers to teachers who are trying to empower persons with disabilities to lead an independent life in the community. The problem of educational reform is becoming a societal challenge for persons with disabilities.

Unemployment of persons with disabilities: Persons with disabilities though are willing to work rarely are employed. Regardless of policies, law and circulars advocating employment of persons with disabilities yet they are unemployed. It is a challenge that even when they have the needed skills they will still be not employed.

Peer pressure: all children have influence from peer pressure on how they look, how they talk, who they spend with, what skills they possess, how rich their family is, and what person they perceive to be. This is a challenge to persons with disabilities.   Persons with disabilities have poor self-esteem as a result of poor peer relationships as they grow.

Persons with disabilities have poor anger management as have not learnt to find alternative friends with a positive attitude to them. Thus issues of teasing, bullying, and harassment though common in schools affect more children with disabilities as compared to others.

Teasing is often part of school life and ranges from friendly bantering to bullying, and harassment. Teasing involves pestering or making fun of some one. Bullying is when someone is cruel or overbearing toward another person who may be weaker physically or mentally.  Bullying is also a constant teasing that makes life miserable at school. Harassment is the most severe of the three and involves severity, persistence, and pervasiveness of the behaviour.

The very nature of disability is to be different on at least initial surface level like inability to walk, talk, think, or behave. Any of these behaviour can lead to some very unpleasant peer pressure, teasing, and humiliation.

Environmental challenges: these are challenges related to the environment through which persons with disabilities find themselves on. These factors include: People’s attitudes towards youth with different types of disabilities and ethnic status in general influences all aspects of transition and also interacts with many of the other environmental factors;

lack of knowledge about options and understanding of disability-related needs of youth by service providers, educators, parents and community members affects a young person’s transition process negatively;

lack of opportunities, choices and experiences in childhood through adolescence and the transition itself has a profound impact on adult outcomes;  Barriers at the service level include lack of continuity of services, for example from paediatrics to adult services, stereotyping and expectations of service providers and educators, lack of access to services and underfunding of services, and rigid timelines and age requirements for transition services;

the narrow focus of transition services, especially within schools, on preparation for post-secondary education instead of addressing the ‘lifecourse’ needs of youth in all domains of transition ; and the environment of the family can also pose barriers, such as socioeconomic status (SES).

However, SES has a smaller impact on youth with disabilities than those with no disabilities (Wells et al. 2003). Other family factors include parents’ low expectations for the future and their lack of knowledge and information to help their young adult.

The role of economy, gender, media, education, civil society, political parties, and the family

Economy, gender, media, education, civil society, political parties, and the family have a role to play in managing transition strategies for persons with special needs and disabilities.

The role of economy in transition strategies

Economy plays a greater role in transition strategies for persons with special needs and disabilities. It is economic issues that affect access to education, access to skills training and hence poor access to employment.

Evidence indicate that due to economy of scales often parents would not send a child with a disability to school and giving opportunity to non-disabled child. This situation makes children with disabilities vulnerable to social inequality.

The role of gender in transition strategies

Gender is  Complex relationship between physical traits and one’s internal sense of self as male, female, both or neither (gender identity), as well as one’s outward presentation and behaviors (gender expression).

Generalizations about “disability” or “people with disabilities” can mislead. Persons with disabilities have diverse personal factors with differences in gender, age, socioeconomic status, sexuality, ethnicity, or cultural heritage.

Each has his or her personal preferences and responses to disability. Also while disability correlates with disadvantage, not all people with disabilities are equally disadvantaged. Women with disabilities experience the combined disadvantages associated with gender as well as disability, and may be less likely to marry than non-disabled women.

In addressing gender issues in the transition strategies there is a need to focus on advocating issues related to: an enhanced focus on marginalized and excluded groups;  the reduction/elimination of school-related gender-based violence;  improved learning outcomes for girls; and an increased number of girls transitioning to secondary education and accessing post-primary opportunities.

This has to take onboard all programmes planed to empower persons with disabilities gender has to be a priority. The UN (2007) estimates that 98 per cent of children with disabilities in developing countries do not attend school.

The inclusion of all of these children in mainstream primary schools has proved to be one of the hardest and most persistent challenges of Education for All. Girls constitute over half the children out of school and only 30 per cent of all girls are enrolled in secondary school (UNESCO 2012b, Day of the Girl, 2012).

The role of media in transition strategies

The role of media is to disseminate information and creating advocacy through media coverage in the disability field.  Media include social media, radio, television and others have a greater role in disseminating information about availability of transition services, schools for persons with disabilities, services available to persons with disabilities and general issues for public consumption.

The role of education in transition strategies

Education is a prerequisite to national development. Seen in this light, education is an indispensable means of unlocking and protecting human rights since it provides the environment required for securing good health, liberty, security, economic well-being, and participation in social and political activities.

The role of civil society in transition strategies

While the situation for children with disabilities is changing for the better, there are still severe gaps. On the positive side, there has been a gathering global momentum over the past two decades, originating with persons with disabilities and increasingly supported by civil society and governments.

In many countries, small, local groups have joined forces to create regional or national organizations that have lobbied for reform and changes to legislation. As a result, one by one the barriers to the participation of persons with disabilities as full members of their communities are starting to fall.

At the same time, the social model emphasizes the role of government and civil society in removing the obstacles faced by citizens with disabilities in becoming active participants in the various communities in which they live, learn and work.

The role of political parties in transition strategies

Political parties have a role in ensuring transition strategies amongst persons with disabilities. When seeking support from the community do talk about disability issues.

The question is what happens when are in power, do they fulfil what they promised about disability matters? It is through political parties that we get members of parliament and thus are instrumental in passing the laws that govern social members including persons with disabilities.

The role of the family in transition strategies

During the school-age years, all youth, including youth with disabilities, go through many changes and depend upon their families to help them adapt to new programs, new teachers, and new schools.

Thus a need for family support is just as important as students prepare to exit high school for adult lives in the community. Even though this time often leads to a youth’s increased independence from the family, a family’s role in their young person’s transition process is important.

Involvement of families in the transition process is important. Families have to actively participate in meetings, especially transition specific meetings; a need for sharing information with families is part of transition planning; and having workshops/trainings designed for parents are provided as a way of helping them better understand the transition process.

Tanzanian experience of transition strategies

Tanzania has ratified a number of international documents about creating equal opportunities for persons with special needs and disabilities including: Declaration on the Rights of People with Disabilities (1975), Convention on the Rights of the Child (1989) and the Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993). Others include:

Policy Name Date Enacted Key information
Disabled Persons (Employment) Act (No. 2) 1982 Establishes a quota system that stipulates that 2 per cent of the workforce in companies (50+ employees) must be people with disabilities. Also establishes a National Advisory Council to advise the minister responsible for disability issues.
Act No. 3  (Disabled Persons Care and Maintenance) 1982 The Act provides and designates responsibilities of caring for disabled persons to families, relatives, local government, central government and non-governmental organizations.
Disabled Persons (Employment) Regulations 1985 Defines the eligibility and registration requirements for people with disabilities.
Vocational Education and Training Act (No. 1) 1994 Provides a legal framework for the implementation of a flexible vocational education/training system.
National Employment Promotion Service Act (No. 9) 1999 Provides or makes arrangements for the registration, employment, counseling, vocational rehabilitation, and placement of persons with disabilities.
National Policy on Disability 2004 Aims to provide a conducive environment for people with disabilities to engage in productive work.
United Nations Convention on the Rights of Persons with Disabilities Signed: 2007
Ratified: 2009
(Optional protocol signed 2008 & ratified 2009)		 Recognizes the right of persons with disabilities to work on an equal basis with others. Prohibits discrimination on the basis of disability with regard to all matters concerning all forms of employment, including conditions of recruitment, hiring and employment, continuance of employment, career advancement and safe and healthy working conditions.
Persons with Disabilities Act 2010 Provides an obligation for employers to provide employment to qualified persons with disabilities; mandates the continuance of employment for workers who acquire a disability; prohibits discrimination in employment towards people with disabilities; mandates safe and accessible work environment. Requires that all employers of a workforce of 20+ must hire at least 3% employees with disabilities.

 

According to the Persons with disability  Act 2004 a number of issues that affect life of persons with disabilities are discussed some of them include:

Education: Educational system in the country does not allow for equal access for children with disabilities. Almost all school facilities at all levels are inaccessible. Teacher education and school curriculum as well do not incorporate the needs of disabled persons. As a result of the above children with disabilities enrolled for primary one is less than one percent.

Skills Training: Acquisition of skills is an important prerequisite in the life of a person with disability. Skill leads to employment and therefore, self-sufficiency and independent living. Despite this reality most skills training facilities are inaccessible to people with disabilities. In addition cost sharing policy limits the majority of would be trainees who cannot afford the same. Skills training institutions for people with disabilities lack the capacity to train competent individuals who can compete in the open labour market.

Technical Aids: People with disabilities require technical aids to enhance their functional ability. Such aids include white cane, hearing aids, and writing frame with stylus, hats and sunglasses. Other technical aids are tricycles, motorized three wheelers, modified car and Braillers. Despite their importance to disabled persons they are not readily available.

Implications of transition strategies

Personal responsibility:  Involves self-control around people one might be attracted to. Financial habits and the ability to save money that one has earned, arriving at work on time and accepting criticism. There is a need to infuse issues of responsibility in the training and during implementing transition strategies.

Self-determination and initiative:   Self-determination is the act to choose and to act on the basis of those choices. Persons with disabilities thus have to be trained on self-advocacy and independent living styles.

Self-determination require that young people with disabilities be provided with knowledge, competency and opportunities necessary to exercise freedom and choice in an appropriate way.

Social competence: Is about going along with people involves good communication, and interpersonal skills. Many successful people possess these skills. Persons with disabilities need to be trained on how to behave in different settings.

Vocational Competence: these are vocational skills that might lead to employment. Individuals with disabilities need to become competent in areas including automation, internet, computer, and technologies that empower people in workplace.

Lifelong learning: A need for creating opportunities for lifelong learning among persons with disabilities.

Last modified: Friday, 11 March 2022, 3:09 PM
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Lecture Notes

2.0 Enablers of Transition strategies

2.1 Introduction

Implementing transition strategies depends on number of issues including Economy, gender, media, education, civil society, political parties, and the families have a role to play in managing transition strategies for persons with special needs and disabilities. If well arranged and used can enable seamless implementation of Transition strategies.

2.2 The role of economy in transition strategies

Economy plays a greater role in transition strategies for persons with special needs and disabilities. It is economic issues that affect access to education, access to skills training and hence poor access to employment.

Evidence indicate that due to economy of scales often parents would not send a child with a disability to school and giving opportunity to non-disabled child. This situation makes children with disabilities vulnerable to social inequality.

2.3 The role of gender in transition strategies

Gender is  Complex relationship between physical traits and one’s internal sense of self as male, female, both or neither (gender identity), as well as one’s outward presentation and behaviors (gender expression).

Generalizations about “disability” or “people with disabilities” can mislead. Persons with disabilities have diverse personal factors with differences in gender, age, socioeconomic status, sexuality, ethnicity, or cultural heritage. Each has his or her personal preferences and responses to disability.

Also while disability correlates with disadvantage, not all people with disabilities are equally disadvantaged. Women with disabilities experience the combined disadvantages associated with gender as well as disability, and may be less likely to marry than non-disabled women.

In addressing gender issues in the transition strategies there is a need to focus on advocating issues related to: an enhanced focus on marginalized and excluded groups;  the reduction/elimination of school-related gender-based violence;  improved learning outcomes for girls; and an increased number of girls transitioning to secondary education and accessing post-primary opportunities.

This has to take onboard all programmes planed to empower persons with disabilities gender has to be a priority. The UN (2007) estimates that 98 per cent of children with disabilities in developing countries do not attend school.

The inclusion of all of these children in mainstream primary schools has proved to be one of the hardest and most persistent challenges of Education for All. Girls constitute over half the children out of school and only 30 per cent of all girls are enrolled in secondary school (UNESCO 2012b, Day of the Girl, 2012).

2.4 The role of media in transition strategies

The role of media is to disseminate information and creating advocacy through media coverage in the disability field.  Media include social media, radio, television and others have a greater role in disseminating information about availability of transition services, schools for persons with disabilities, services available to persons with disabilities and general issues for public consumption.

2.5 The role of education in transition strategies

Education is a prerequisite to national development. Seen in this light, education is an indispensable means of unlocking and protecting human rights since it provides the environment required for securing good health, liberty, security, economic well-being, and participation in social and political activities.

2.6 The role of civil society in transition strategies

While the situation for children with disabilities is changing for the better, there are still severe gaps. On the positive side, there has been a gathering global momentum over the past two decades, originating with persons with disabilities and increasingly supported by civil society and governments.

In many countries, small, local groups have joined forces to create regional or national organizations that have lobbied for reform and changes to legislation. As a result, one by one the barriers to the participation of persons with disabilities as full members of their communities are starting to fall.

At the same time, the social model emphasizes the role of government and civil society in removing the obstacles faced by citizens with disabilities in becoming active participants in the various communities in which they live, learn and work.

2.7 The role of political parties in transition strategies

Political parties have a role in ensuring transition strategies amongst persons with disabilities. When seeking support from the community do talk about disability issues. The question is what happens when are in power, do they fulfill what they promised about disability matters?

It is through political parties that we get members of parliament and thus are instrumental in passing the laws that govern social members including persons with disabilities.

The National strategy on Inclusive Education, the Disability Policy in Tanzania guide policy across governments and aims to bring about changes to all mainstream services and programs, as well as community infrastructure, to ensure they are accessible and responsive to the needs of people with disability.

This change is important to ensure that people with disability have the same opportunities including a quality education, good health, economic security, a job where possible, access to buildings and transport, and strong social networks and supports.

The Strategy is  an important mechanism to ensure that the principles underpinning the United Nations Convention on the Rights of Persons with Disabilities (the CRPD) are incorporated into policies, services and programs affecting people with disability, their families and carers.

Through political parties persons with disabilities are likely to enjoy some benefits including chances to create employment for persons with disabilities through:

  • Supported Wage System—provides productivity wage assessments for people whose work productivity is reduced as a result of disability
  • Wage Subsidy Scheme—provides a financial incentive to employers to encourage them to employ people with disability.
  • Employment Assistance Fund—provides financial assistance to help employers cover the costs of accommodating employees with disability at work. Such funding can support in creating workplace modifications, assistive technology, disability awareness training and Sign language interpreting for job interviews and work-related activities.
  • National Disability Recruitment Coordinator—provides services to large employers, which are aimed at helping them to implement disability employment strategies, improve their knowledge and use of relevant programs, and raise their awareness of working with people with disability
  • Job Access service—provides a comprehensive, easy-to-use website and a telephone information and advice service where people can obtain expert advice on disability related employment matters, including how to search for a job and keep a job, step-by-step guides on recruitment, adjusting a workplace, understanding rights and responsibilities at work, and employment services.
Explain how people with disabilities access employment

Explain the role of political parties in creating paid employment for persons with a disability.

2.8 The role of the family in transition strategies

During the school-age years, all youth, including youth with disabilities, go through many changes and depend upon their families to help them adapt to new programs, new teachers, and new schools.

Thus a need for family support is just as important as students prepare to exit high school for adult lives in the community. Even though this time often leads to a youth’s increased independence from the family, a family’s role in their young person’s transition process is important.

Involvement of families in the transition process is important. Families have to actively participate in meetings, especially transition specific meetings; a need for sharing information with families is part of transition planning; and having workshops/trainings designed for parents are provided as a way of helping youth to better understand the transition process.

Last modified: Tuesday, 15 March 2022, 4:30 PM
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Lecture 3:Notes

3.0 Tanzanian experience of transition strategies

3.1 Introduction

In this lecture transition strategies as experienced in Tanzania are discussed with a view to align with what international declarations and the national policies and acts. Students are expected to assess implementation of transition strategies.

3.2 Opportunities for persons with disability participation

Tanzania has ratified a number of international documents about creating equal opportunities for persons with special needs and disabilities including: Declaration on the Rights of People with Disabilities (1975), Convention on the Rights of the Child (1989) and the Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993). Others include:

Policy Name Date Enacted Key information
Disabled Persons (Employment) Act (No. 2) 1982 Establishes a quota system that stipulates that 2 per cent of the workforce in companies (50+ employees) must be people with disabilities. Also establishes a National Advisory Council to advise the minister responsible for disability issues.
Act No. 3  (Disabled Persons Care and Maintenance) 1982 The Act provides and designates responsibilities of caring for disabled persons to families, relatives, local government, central government and non-governmental organizations.
Disabled Persons (Employment) Regulations 1985 Defines the eligibility and registration requirements for people with disabilities.
Vocational Education and Training Act (No. 1) 1994 Provides a legal framework for the implementation of a flexible vocational education/training system.
National Employment Promotion Service Act (No. 9) 1999 Provides or makes arrangements for the registration, employment, counseling, vocational rehabilitation, and placement of persons with disabilities.
National Policy on Disability 2004 Aims to provide a conducive environment for people with disabilities to engage in productive work.
United Nations Convention on the Rights of Persons with Disabilities Signed: 2007
Ratified: 2009
(Optional protocol signed 2008 & ratified 2009)		 Recognizes the right of persons with disabilities to work on an equal basis with others. Prohibits discrimination on the basis of disability with regard to all matters concerning all forms of employment, including conditions of recruitment, hiring and employment, continuance of employment, career advancement and safe and healthy working conditions.
Persons with Disabilities Act 2010 Provides an obligation for employers to provide employment to qualified persons with disabilities; mandates the continuance of employment for workers who acquire a disability; prohibits discrimination in employment towards people with disabilities; mandates safe and accessible work environment. Requires that all employers of a workforce of 20+ must hire at least 3% employees with disabilities.

 

According to the Persons with disability  Act 2004 a number of issues that affect life of persons with disabilities are discussed some of them include:

Education: Educational system in the country does not allow for equal access for children with disabilities. Almost all school facilities at all levels are inaccessible. Teacher education and school curriculum as well do not incorporate the needs of disabled persons. As a result of the above children with disabilities enrolled for primary one is less than one percent.

Skills Training: Acquisition of skills is an important prerequisite in the life of a person with disability. Skill leads to employment and therefore, self-sufficiency and independent living. Despite this reality most skills training facilities are inaccessible to people with disabilities. In addition cost sharing policy limits the majority of would be trainees who cannot afford the same. Skills training institutions for people with disabilities lack the capacity to train competent individuals who can compete in the open labour market.

Technical Aids: People with disabilities require technical aids to enhance their functional ability. Such aids include white cane, hearing aids, and writing frame with stylus, hats and sunglasses. Other technical aids are tricycles, motorized three wheelers, modified car and Braillers. Despite their importance to disabled persons they are not readily available.

3.3 Implications of transition strategies

Personal responsibility:  Involves self-control around people one might be attracted to. Financial habits and the ability to save money that one has earned, arriving at work on time and accepting criticism. There is a need to infuse issues of responsibility in the training and during implementing transition strategies.

Self-determination and initiative:   Self-determination is the act to choose and to act on the basis of those choices. Persons with disabilities thus have to be trained on self-advocacy and independent living styles. Self-determination require that young people with disabilities be provided with knowledge, competency and opportunities necessary to exercise freedom and choice in an appropriate way.

Social competence: Is about going along with people involves good communication, and interpersonal skills. Many successful people possess these skills. Persons with disabilities need to be trained on how to behave in different settings.

Vocational Competence: these are vocational skills that might lead to employment. Individuals with disabilities need to become competent in areas including automation, internet, computer, and technologies that empower people in workplace.

Lifelong learning: A need for creating opportunities for lifelong learning among persons with disabilities.

Last modified: Tuesday, 15 March 2022, 4:31 PM

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Review question ►

Lecture 4:Notes

4.0 The school development and the transition strategies

4.1 Introduction

The role of school cannot be underestimated in transition strategies. Student teachers will be made aware of the school life, transition strategies in the school and how to plan and manage the implementation of transition strategies at the school. Student teachers will explore issues of curriculum design, curriculum implementation, school characteristics, assessment and the role of school inspectors in the transition strategies.

4.1 The role of school in transition strategies

How can educational childcare services and schools take concrete action to make sure they implement every means possible to support a successful school transition? What can we learn from studies on successful transition activities?

This lecture aims to provide teachers with knowledge on what constitutes a successful transition in order to help teachers analyze, improve and implement transition practices between the different environments in the school.

Transition can be defined as the time period during which the child gradually adjusts to his or her new physical, social and human environment.  A successful transition means a harmonious transition for the child, the child’s family and the adults in the child’s life.

This period requires mutual adjustment by the surrounding environments involved in order to promote a successful start at school. For children with disabilities this is even more critical period. It is the time when both the school and the school stakeholders need to take part in managing transition services for the child with a disability. It is time when both teachers parents, people in the health sectors, donors, and the government need to start thinking about supporting the child.

Therefore, transitions are any events that result in changes to relationships, routines, expectations or roles. Although they are a normal part of life, these changes can be difficult for students. School transition strategies are purposeful, coordinated, and outcomes oriented approaches designed to help students successfully move from home to school to post-secondary education or employment.

4.2 What does a successful transition accomplish?

A successful transition enables the child to do the following:

  • Have a sense of well-being and security in the new school environment
  • Develop positive attitudes and emotions towards school and learning
  • Develop a sense of confidence in his or her ability to do well in school

A successful transition also provides the child with the following:

  • Continuity in his or her educational experience, thus fostering the child’s optimum development
  • Recognition of his or her abilities
  • Development of positive social contacts with the staff and with the other children

Positive experiences on the part of the child and the child’s family contribute significantly to a successful start at school. The manner in which adults support, or fail to support, children during this transition period can give rise to experiences that are happy or difficult—even disturbing.

In certain contexts, the transition may be a sensitive period for student development and learning, and therefore requires increased attention. A successful transition helps to reassure parents regarding this important step in their child’s life.

4.3 What makes the first school transition so unique and important?

The transition from childcare to preschool is the first in a long series of transitions for both the child and the family. Studies show that if this first transition occurs harmoniously, it will lay the foundation for future transitions. It will have a real impact on the child’s motivation and commitment to school.

By extension, it will also have consequences for his or her retention and success in school. The child and the family will feel more capable of making successful transitions elsewhere once they have already made a successful transition here.

The start of the child’s schooling also represents an excellent opportunity for developing harmonious school-family-community relationships.

4.4 Who benefits from successful transitions?

All children benefit from the positive effects of a successful transition when starting school. Most of them have the ability to adapt, which enables them to make these transitions harmoniously.

These children are said to have personal protection factors (e.g. positive peer relationships) which, when combined with positive protection factors in their family (e.g. parental support and encouragement) and social environment (e.g. participation in supervised activities in the community), go a long way to promote adaptation.

For a number of children, however, transitions are more difficult, due to an accumulation of risk factors that require the provision of increased transition practices adapted to their particular needs and attributes (e.g. difficulty in establishing close relationships, certain motor or other impairments, limited access to supervised recreation services in their community and difficult socioeconomic conditions).

It is important to note that all these factors relating to success and perseverance in school interact with one another and have a combined effect.

Childcare services and schools have less control over some of these risk factors. However, knowing the child and analyzing his or her individual needs and situation make it possible to adapt and modulate actions accordingly. Childcare services and schools have the tools to jointly support the child by introducing protection factors that are equal or superior to the risks incurred, by focusing on the following aspects:

  • The quality of the adult-child relationship
  • The support offered throughout the child’s development
  • Cooperating with the family
  • Introducing interactions between childcare services and the school
  • Developing a coherent approach to school transition
  • Eliminating administrative obstacles

4.5 When should activities to ensure a successful transition be introduced?

An effective transition is planned and carried out over a period of at least 12 months, at the following five times:

  • prior to admission to school
  •  during admission to school
  • after admission to school, but before the beginning of the school year
  • around the beginning of the school year
  • after the beginning of the school year

Numerous and frequent transition activities guarantee a successful transition for each child.

4.6 What principles form the foundation of successful transition practices?

Current findings identify certain principles that promote a successful school transition. Six of these principles were selected as the foundation for six analysis grids on the transition practices established in your environment, which is presented below, along with various suggested activities.

These suggestions are not meant to be carried out in full, but rather to serve as examples to stimulate further reflection by childcare services and schools.

The activities may be implemented continuously throughout the school year or at repeated sessions. Childcare services and schools are encouraged to develop their own innovative practices to meet the specific needs of the children.

FIRST PRINCIPLE: Recognizing that it is the parent who is primarily responsible for the child’s education. Main protection factors to be put in place and or developed include:

  • Adopting a positive attitude toward parents at all times.
  • Developing and maintaining a collaborative relationship with parents.
  • Including parents in the organization of some transition activities.
  • Informing parents of the services available at the school.

Examples of effective practices

  • Frequently invite parents to participate in various transition activities.
  • Support parents and their child in preparing a portfolio of the child’s transition from childcare to school (strengths—prior learning—preferences—working approach) and provide them with a model portfolio to serve as a guide.
  • Invite parents to come play with their child in the school.
  • Send a letter to welcome and inform parents and have the word “welcome” and a summary of the information translated into their mother tongue.
  • At the time of admission, provide parents with documents that will help them prepare their child for this transition.
  • Plan an admission schedule that takes the parents’ availability into account.
  • Offer parents support on how to follow procedures for admission to preschool education.
  • Plan the first meeting with parents of preschool students to take place on a pedagogical day at the beginning of the school year (helps to reassure parents).
  • Organize a school open house during which students at the school act as tour guides for visiting parents and their children.
  • Establish a clear communication protocol with parents (use of agenda, returning calls, etc.).

SECOND PRINCIPLE: Sharing responsibility for a successful transition among stakeholders through collaborative practices.

Main protection factors to be put  or developed

  • Developing a spirit of collaboration among the stakeholders involved in the life of the child (family, childcare service, school, community partners)
  • Sharing of responsibilities among stakeholders.
  • Recognizing each person’s contribution and expertise in a spirit of complementarity and not competition.
  • Diversifying and facilitating communication among stakeholders, both internal and external.

Examples of effective practices

Hold various joint activities with childcare services and the CSSS in the neighbourhood school.

Jointly organize and plan activities for future students at the school’s childcare services facilities.

Invite preschool teachers to come visit the childcare facilities, and vice versa.

  • Invite future students attending childcare to come see a year-end show put on by the students at the school or by students at the childcare services.
  • Use many different strategies to maintain links connecting childcare services, the school, community services and families (e.g. open houses, home visits, letters to children and to parents).
  • Announce the dates and times for admission to neighbourhood schools at the childcare facilities.
  • Establish and respect guidelines for presenting portfolios made by the children and their parents, in collaboration with childcare services.
  • Identify ways of connecting with parents who may be weak readers or have little schooling (e.g. use different coloured sheets of paper for different types of information; use large print, simple vocabulary and short sentences).

THIRD PRINCIPLE: Continuously planning, organizing and assessing transition activities

Main protection factors to be put in place or developed

  • Establishing a transition process planned jointly by the school board and the different childcare services in its territory.
  • Ensuring that the transition practices are part of a planned, vibrant and structured procedure that involves all stakeholders.
  • Ensuring there is someone clearly designated to promote and monitor transitions in each of the environments concerned.
  • Fostering commitment and shared responsibility, while respecting the role of each participant.
  • Quickly developing, where applicable, an individualized intersectorial service plan (IISP).
  • Jointly, and on a regular basis, assessing the transition practices used in the child’s environment.

Examples of effective practices

  • Provide an efficient, recognized space for working together between the networks and the partners in order to establish planning guidelines.
  • Raise awareness and mobilize childcare and school administrators regarding the importance of successful transitions and of analyzing the practices that are already in place in their environment.
  • Organize annual meetings for school administrators and the staff concerned to meet with childcare workers in order to plan the transition process for the children.
  • Regularly discuss educational practices and identify strategies to support successful transitions between childcare services and the school.
  • Plan and carry out activities to raise awareness among target groups with the support of community organizations and health and social services.
  • Inform parents regularly of the transition activities their child will take part in throughout the school year.
  • Invite children to participate in organized classroom activities. The school administrators meet with the parents to discuss the school’s expectations and the complementary educational services offered by the school, and to answer various questions.
  • Be sure to quickly mobilize, where appropriate, all stakeholders in developing an individualized intersectorial service plan (IISP) for a child.
  • Jointly assess the transition activities that have been carried out and make any necessary adjustments.

FOURTH PRINCIPLE: Recognizing the time required and providing the necessary resources

Main protection factors to be put in place or developed

  • Recognizing the time required for various staff members to plan, organize, implement and assess transition activities.
  • Tailoring the duration and intensity of the transition activities to the individual needs and attributes of the child, the child’s family and the environments.
  • Setting up a plan for the continuous professional development for each staff category.
  • Making sure to allow for the necessary budgets

Examples of effective practices

  • Plan discussions between childcare services and  preschool staff on their respective programs, and coordinate their continuity.
  • Set up a flexible work structure and the conditions to facilitate it, in keeping with the implementation of transition activities (e.g. allow for release time, use pedagogical days, recognize the time needed, assign supplementary staff).
  • Integrate into the planning of childcare activities occasions for talking about the school (e.g. put together a photo album of the school, explore it with the children, tell stories about the school).
  • Offer the staff training adapted to the characteristics of the children in their care.
  • Offer information events for parents (e.g. mini-conferences).

FIFTH PRINCIPLE: Involving everyone who knows the child and tailoring transition practices to the child

Main protection factors to be put in place or developed

  • Ensuring the sharing of relevant information (e.g. summaries, reports) in keeping with the rules governing confidentiality.
  • Remaining focused on the needs of the child and the child’s family throughout the transition.
  • Focusing on the quality of the relationship with the child and the child’s family.
  • Making sure to take into account each child’s individual situation.
  • Emphasizing the strengths of each child.

Examples of effective practices

  • Encourage practitioners in the community to support families in preparing for their child’s admission to school.
  • Agree on means (forms, portfolios or other) of providing relevant information that emphasize the child’s particular needs during admission.
  • Invite the different staff members who work with the child and the child’s parents to talk about the child in order to determine the child’s needs (intersectorial meeting).
  • Invite, as needed, partners from cultural community groups and associations to these meetings.
  • Make sure the child’s portfolio and the childcare services reports are available to the child’s school and are presented before the school year begins.

SIXTH PRINCIPLE: Recognizing that starting school is a determining factor in the child’s development

Main protection factors to be put in place or developed

  • Talking about the child and the child’s family in positive terms.
  • Frequently saying positive things about the school.
  • Raising staff awareness about the importance of a successful transition.

Examples of effective practices

  • Get the children actively involved in the suggested transition activities.
  • Arrange special activities, projects, formal and informal talks on the topic of starting school.
  • Organize activities to help the children and parents feel comfortable about school.
  • Set up, in each respective environment, transition activities to be carried out over time, in connection with the other five principles.
Last modified: Wednesday, 16 March 2022, 6:42 PM
◄ References

Lecture 5:Notes

5.0 School Transition Strategies

5.1 Introduction

School transition strategies are purposeful, coordinated, and outcomes-oriented approaches designed to help students successfully transition from home to school to post-secondary education or employment.  To contribute to healthy transitions for students, strategies should:  meet students’ basic needs;  encourage and maintain positive relationships and a sense of community;  provide students with required supports and resources in each new environment and share information among all stakeholders;  promote student self-advocacy;  help students’ create their own identities; be comprehensive, and collaboratively planned and coordinated with consideration for the local context; and ensure continuity and consistency within and between environments. Collectively, these strategies create a positive school climate in which students feel a sense of belonging.

Effective school transition strategies are characterized by the following guiding principles:

  • Address individual needs. For example, additional time, support and differentiated instruction are available for students
  • Consider local contexts
  • Create a sense of community
  • Foster positive interactions and relationships
  • Promote continuity
  • Employ transition strategies early and often: Transition strategies are employed early and often to support student transitions: from home-to-school; during daily and yearly transitions between schools and grade levels; when students move from within or outside the country; when students transition in and out of special education; and when students leave high school for post-secondary education or employment.
  • Collaborate to ensure actions are coherent and coordinated
  • Share information among stakeholders
  • Hold positive beliefs about students: Educators’ have positive beliefs about students’ academic interests, friendships, and motivation to learn.

5.2 Transition Strategies Practices

  • Experience is showing that several transition practices, strategies and programs are showing promise, for example having Person-centred planning; youth involvement; Family involvement; Community involvement; Identification and use of a transition coordinator; and Inter-agency collaboration.
  • Early childhood programs, before- and after-school programs, grade transition intervention strategies, welcome programs for families transitioning to a new school, and vocational and career education programs have been show to be effective.
  • Positive student transitions can be facilitated by addressing factors at each of the following levels with a focus at the meso-level: School Culture and Structure; Factors (Macro-level); Factors related to Classes, Friends and Families (Meso-level); Factors related to Youth and Educators (Micro-level). Effective home to school transition practices involve making connections between families and school, the community and school, and the child and school as well as among peer.
  • Transitional approaches to assessment, curriculum, and pedagogy influence successful transitions for students. Themes common to effective transitions strategies include: addressing needs of families; making orientation packages and extra courses; available in advance; creating welcoming environments, encouraging extracurricular participation, and offering student counseling; using a ‘buddy system’; adapting classroom instruction and assessment to meet individual needs; and providing professional development.
  • Effective home to school transition practices involve making connections between family and school, child and school, peers, and the community.
  • Effective primary/ elementary to high schools transition programs involve building a sense of community, responding to the needs and concerns of students, and providing appropriate, faceted approaches to facilitate the transition process.
  • Primary/ Elementary to secondary school transitions are accompanied by intellectual, moral, social, emotional, and physical changes taking place in at least part of the transition group at any given time. Students making this transition need support prior to, during, and after their move to maintain their social, psychological, and academic well-being. Effective and comprehensive transition programs involve (1) building a sense of community; (2) responding to the needs and concerns of students; and (3) providing appropriate, faceted approaches to facilitate the transition process. Effective programs also provide activities that involve students, parents, educators, and staff from both schools; establish a replicable and annually updated transition protocol; establish a timeline for the transition process; incorporate scheduled collaborative meetings among all parties; assess and provide the necessary human and financial resources to support the transition process; identify adult and student leaders to help with the transition; and ask students, educators, guidance counselors, parents, and others to evaluate the transition program
  • Strategies that facilitate smoother transitions from high school involve helping students: develop flexible career plans; manage their changing relationships with parents, teachers and friends; learn how to meet their current and future needs (e.g., need for community, sense of purpose, physical and emotional security, time management); cope with stress by developing competencies such as adaptability, problem solving, and decision making; bridge programs through work experience, co-op education opportunities or post-secondary education entry programs; and acquire and assess career and education information and market trends.

5.3 Implementation Strategies

Implementation of school transition strategies or programs may face challenges related to clarifying terminology, establishing and maintaining partnerships, recruiting students, involving parents and the community, coordinating various transition activities, addressing the needs of minority populations, securing financial and human resources, and ensuring supporting policies are in place. Implementation strategies may include:

  • Construct programs that complement school goals and academic standards.
  • Implement evidence-based, but non-traditional methods of youth development.
  • Ensure programs are engaging and diverse.
  • Use a variety of recruitment and retention strategies to engage students.
  • Provide ongoing training and professional development for educators and other support personnel.
  • Establish and maintain positive relationships with all stakeholders.
  • Share relevant research results.

Challenges to effective implementation of transition strategies may include

  • clarifying terminology;
  • establishing and maintaining partnerships;
  • recruiting students;
  • involving parents and the community;
  • coordinating various transition activities;
  • addressing the needs of vulnerable populations;
  • securing financial and human resources; and
  • ensuring supporting policies are in place.

Benefits of transition strategies in schools

  • Successful transition interventions strengthen problem-solving, enhance resilience, make a significant difference in students’ motivational readiness for school, enhance students’ attitudes about school and self, and improve their academic performance.
  • Positive student-student interactions result in supportive friendships that help reduce anxiety, give vent to emotions, and minimize the negative impacts of rumors.
  • Vocational training and career education programs positively impact school retention and graduation. They have also shown promise for supporting job placement upon high school completion.
  • Exposure to work experiences in high school has been linked to greater success in the workforce and in postsecondary education.
  • Approaches that achieve effective student transitions from high school to college and careers yield improved high school completion rates, improved college preparedness, higher enrolments and persistence in post-secondary education, reduced college remediation rates, and increased entry of students into employment or further education.
Last modified: Wednesday, 16 March 2022, 6:49 PM
◄ Lecture 4:Notes
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