Transition of children with disabilities from early childhood education to adulthood is a process which begins at adolescence where the learner is introduced to post secondary education. During this stage, the entitlement of the learner with special needs is nullified which only applies to elementary public education. As the learner completes the lower levels of education, his/her teachers, parents and relevant authority should start thinking about the transition post secondary education. Examples of transition activities include training, employment and independent living skills. Therefore, the relevant authorities are requested to make prior preparations concerning the transition. The transition from early childhood special education to adulthood is an equally challenging period in the lives of the young adults and great caution should be taken to ensure that the phase is quite smooth (Heward, 2009).
In a classroom setting it is important that the teacher should be subtle when introducing topics which are directly linked to the transition especially if the special needs learners are attending the same class. This reduces incidences of ridicule by their peers who may not be aware of the emotional impact of such comments. Consequently, the teacher should try to engage the learners in life skills as well as expose them to various post secondary opportunities which may be available for various categories of people. Such situations involve introduction of forums where professionals with disabilities are able to interact with the learners as those who are working with special needs individuals. The teacher should also work hand in hand with the student’s parents as well as counselor to help them identify the most appropriate profession for the individual. This involves recommendations rather than making final decisions on behalf of the learner (Heward, 2009).
Reference
Heward, W. L. (2009), Exceptional Children: An Introduction to Special Education, 9th Ed. (Chapters 14 & 15), Merill Publishers..
