Scribd
Upload
209 views3 pages

Transition Planing and Vocational

The document discusses transition and vocational programs for special education students. It provides an overview of programs designed to teach independent living and vocational skills to students ages 18-22. It also summarizes several research papers on challenges students face in work internships and the impact of vocational education programs on career success.

Uploaded by

Sheela Marasigan Pagkalinawan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
209 views3 pages

Transition Planing and Vocational

The document discusses transition and vocational programs for special education students. It provides an overview of programs designed to teach independent living and vocational skills to students ages 18-22. It also summarizes several research papers on challenges students face in work internships and the impact of vocational education programs on career success.

Uploaded by

Sheela Marasigan Pagkalinawan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Course Subject: Transition Programming and Vocational

Professorial Lecturer: Dr. Elvira Rocal


Student: Sheela G. Maraigan, LPT.

Transition Vocational Program for Special Education

is designed to teach independent living skills, including vocational skills, to


students receiving special education services, ages 18-22. It is important
because it ensures not only that children with disabilities will be able to function
as adults in the real world but to also increase the likelihood they will pursue
secondary education.

Readings:

TRANSITION PROGRAM: THE CHALLENGES FACED BY SPECIAL NEEDS


STUDENTS IN GAINING WORK EXPERIENCE
Aliza Alias1 1 Faculty of Education, Universiti Kebangsaan Malaysia, Malaysia Correspondence: Aliza Alias, Faculty of
Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia. Tel: 603-8921-6273. E-mail:
[email protected] Received: July 22, 2014 Accepted: November 5, 2014 Online Published: December 21, 2014
doi:10.5539/ies.v7n13p192 URL: http://dx.doi.org/10.5539/ies.v7n13p192

Transition program for special needs students is known to open


opportunities for students with learning disabilities to gain work experience
in actual work environment. The program provides training activities and
also an opportunity to go for internship to gain work experience.
Therefore, this study is to identify the challenges faced by special needs
students in gaining work experiences during their internships. Two students
were selected and trained to acquire work-related skills as preparation for
their internships. Findings from this study revealed that, at the beginning of
the internships, both of the students have to overcome several challenges,
working in their respective work places. The students were having problem
in adjusting to their new work environment, interacting with co-workers,
understanding instructions and also displaying negative attitudes.
Fortunately with the assistance from special education teachers, supervisors and
co-workers, both special needs students have proven that they were able to gain
valuable work experience at the end of their transition program.

IMPACT OF THE SPECIAL EDUCATION VOCATIONAL EDUCATION


PROGRAM (VEP) ON STUDENT CAREER SUCCESS

Nelly E. Ofoegbu Long Beach Unified School District Reza Azarmsa Argosy University

The Vocational Education Program (VEP) was established by the special


education department in the Long Beach Unified School District (LBUSD) in an
effort to assist students with disabilities to graduate from high school and be
gainfully employed. This study investigated the impact of VEP on students’
careers
success after graduation. The participants included eighty-one graduates
between
2004-2007 schools years. Manual computation and descriptive analysis using the
SPSS® Software was used to determine the job acquisition and job retention rate
of participants. Results indicated that 67% of participants in the 2004-2006
school
years were able to acquire and retain employment, while 57% of graduates in
2006-2007 school year acquired a job and 53% retained their employment. The
study implications indicate that there is a significant relationship between
students’ career success and participation in the VEP. The VEP design and
method of service delivery supports the Individuals with Disabilities Education
Improvement Act of 2004, focusing on meeting the Individualized Transition
needs
of students. The data collected in this research will provide meaningful
information that educators can use during transition planning and Individualized
Education Plan (IEP) meetings. Educators can also use the information to make
relational predictions about student career outcome and participation in a
transition program, thereby ensuring that students are engaged in programs and
activities that will best serve their needs, while recognizing and considering their
individual preferences and abilities.

TRANSITION PROGRAM: PHILIPPINE MODEL

Yolanda S. Quijano, ED.D. Director III,


Bureau of Elementary Education Department of Education, Pasig City, PHILIPPINES

The task of choosing a job and preparing for work for all youths, with or
without disabilities is a complex decision. Parents and professionals are
particularly interested in helping young persons with mental retardation make this
decision but they lack the basic knowledge on how this could be done. The
project “Transition Program for Children with Mental Retardation in the
Philippines” initiated by the Special Education Division, Bureau of Elementary
Education, Dept. of Education with financial assistance from Christoffel
Blindenmission Inc. addresses this problem. The program is anchored on the
traditional context of transition. It viewed transition as coordinated set of activities
for a student designed within an outcome oriented process that promotes
movement from school to out-of-school activities. The program includes
vocational training, integrated employment, continuing and adult education, adult
services, independent living or community participation. The coordinated
activities must be based on the individual needs, taking into account the students
preferences and interests. It includes activities in the areas of functional
academics, daily living skills, community experiences, the development of
employment and other adult living objectives and if appropriate, functional
vocational evaluation.
Conclusion

Vocational program is an opportunity for the students with disabilities to


gain work experience. With the assistance and supports from teachers, parents
and the community special needs pupils are able to overcome challenges and
gain confidence that they are able to work regardless of their ability. Vocational
program motivated the LSEN to focus on learning work skills for productive living.
Learning is by doing does they develop much interaction with their peers making
them felt they were productive in their own ways. With its positive results,
vocational program needs special support from parents, LGU’s, other
stakeholders in the community to be successful. Establishing linkages and finding
experts or resource persons who could train the children on the different work
skills are also important.

You might also like