For those students with disabilities, the classroom setting may present certain challenges that need accommodation and consideration.
Excerpt from Term Paper: Instructional strategies for transitioning students with disabilities from high school to Essay on severe disabilities school vocational programs.
Like all young people, students with disabilities want to go out in life and make a career and learn skills, which are necessary for their future use.
Some students with disabilities have a strong desire to attend college or a vocational school and some want to operate independently in the community. Most of these students with disabilities work either in paid or subsidized jobs and this is the reason they need to learn, especially in the high school to be prepared for his or her adult life.
Transition services are thus services, which help the students to prepare for their future work and devise strategies and learning skills to cope up with the coming challenges.
These services allow the students to identify and increase the scope of their skills as they will need to pursue in real practical life. To achieve this, teachers and academicians are responsible for transitioning these students from one level of competency to the next. In the following literature review the author will enumerate on the transitional strategies that are available for students with disabilities.
Literature review Post-high school activities Essay on severe disabilities include more education like community colleges, four-year universities, trade schools and technical schools ; vocational training, continuing adult education, adult services and other related programs.
The most important aspect of transitional services is instructions and teachings; the related services of community experiences and the development of employment skills and other post-school adult living objects are important part of the transitional services.
When appropriate, transition services should also include activities to help the students acquire daily living skills, and include functional vocational evaluation. A good transition planning for the disabled students includes diverse teaching practices and instructional strategies, which help students not only to be self-confident but also teach them the basic skills in order to handle the basic situation in life.
These young people who are preparing to enter into adult life have the right to vocalize their rights as citizens as well as individuals undergoing social development. To achieve that, there must exist a transition planning process that takes them from one level to the next; from public school to college level and from college to practical application of their skills.
According to the National Council of Disability  "Young adults with disabilities who are effective self-advocates understand their disabilities, the impact of the disabilities on their daily lives and the supports that they need to be successful in school, employment and in the community.
However, this can only be achieved if there is a standardized testing procedure to test their aptitudes, preferences and abilities and whether they are capable of use their educational qualifications in real life.
The National Council on Disability also indicate that the complex transition process utilize complex administrative procedures where all stakeholders including parents, schools, colleges, policy makers and the students themselves must be involved.
In designing such a model any institution will have to look at the strategy for transitioning these disabled students to the post high school level from all aspects as "the students and young people are faced with complex challenges of the transition process of these unique individuals and their unique needs pose a major challenge to parents, practitioners, administrators and policy makers" [National Council on Disability, ].
To identify the best instructional and teaching practices for youth with disabilities, Clark and Stewart venture out to conduct a national survey of about programs designed transition students . According to this survey there are six major theoretical backgrounds that could be used to integrate into the transition programs for the disabled students.
Clark and Stewart concentrate on the person centered planning, which is driven by the young person's interests, strengths, cultural and familial values. It is also called the transition to independence process.
This program concentrates on the interests of the young persons their strengths and cultural and familial values. This process allows for the formulation of the individual's goals. The instructors encourage the youth to take an active role in planning their transition to work and adult community life and allowing them to make decisions regarding their futures.
Family members, friends, co-workers, therapists, church-members and others were invited to come together to create a circle of friend to help these young people reach their goals.
Furthermore, they have also observed that "the young person's skills, strengths, preferences, cultural values, limitations and personal goals were used to guide students to educational opportunities as well as pre-employment experiences and employment. In fact they noted that continuity as one of the most important factors in these six programs as the students require extensive support from these members of society to successfully transition from youth to adulthood.
Especially if the person concerned is between the age brackets of years who regularly require access to adult services yet are denied due to the borderline age factor. Clark and Stewart resolved this problem by pointing out that "to ensure access to required community resources and the creation of opportunities across all of the transition domains, collaborative linkages must be established at the young person's level and at the system level.
Any program that is to cater to these students must take these factors into considerations. With the emergence of the information technology age, the education institutions in the U. And elsewhere in the world have seen a transition in itself. As more and more institutions are converting into IT and integrate IT learning models, it has become imperative for all facets of life to embrace the same technology.
Similarly, disabled students must be equipped to deal with this new development in the new civilization. Computer application can serve as an equalizer for young people with disabilities. In today's technological era everything is done through the computers and it is necessary not only to teach these individuals about the basic usage of computers but also make computers a teaching tool.Excerpt from Term Paper: Instructional strategies for transitioning students with disabilities from high school to post-High school vocational programs.
Like all young people, students with disabilities want to go out in life and make a career and learn skills, which are necessary for their future use. Teaching Students with Disabilities. There is a newer version of this teaching guide.
Visit Creating Accessible Learning Environments for the most recent guide on the topic.
by Danielle Picard, Graduate Teaching Fellow Print version Students of all abilities and backgrounds want classrooms that are inclusive and convey respect. In a school setting a student with severe disabilities would have a functional curriculum; which will address life skills (Fuchs, ).
Life skills include instructions on how to cross the street and things like personal hygiene. The following essay will define intellectual disability, autism, severe disabilities, and multiple disabilities, their causes, and the impact of the disabilities on the education of the student with intellectual disability.
This essay is entitled Educating Special Needs Students, the author will discuss and several important issues, which will be the following; the defining of Mental Retardation a term the author despises, Autism, Severe Disabilities and Multiple Disabilities, also their causes, and the impact of these disabilities have on the education of.
In each county in the state of Hawaii holds different services for children with severe to profound disabilities. The services however focus more on what they can do for these children, rather than how these services could support a higher quality of life for children with severe to profound disabilities.