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article - Nairobi, Kenya - beBee Professionals
Description
For the programs of transition to thrive, Falzon Mula, who creates the transition programsfor 8 public high school male students together with their family units, says they must be
student-focused, assist students in developing necessary skillfulness for self-advocacy and self-
determination, and they ought to incorporate daily training and societal skills. Falzon Mula
realizes that in the period of transition from high schools to the post-secondary phase, students
and parents get emotions like worry, fear, an overprotective degree, and feel helpless. The
parents require more available info so as to exist at a well-off position of making informed
decisions and supporting their offspring in the course of the transition. Thus, Falzon Mula
recommends developing an all-inclusive booklet that contains info concerning the services
available in the area, comprising of the post-secondary training systems and courses (Falzon,
2014). Co-operation among the various involved professionals is as well emphasized. The
researcher, in a state level, encourages a state strategy in developing the planning transition
practices, hence empowers the students together with their family units into owning the process
of transition.
Pleven explores eight intellectually disabled people`s experiences in the post-secondary
school years. She realizes that additional post-secondary mainstream choices are required for
individuals disabled intellectually, and also more consciousness on existing post-secondary
school options. When the participants of the research notice their constructive experiences in
these programs, a few of them faced certain challenges while starting more conventional courses
at the college, plus bullying together with content difficulty (Pleven, 2015). This implies that
additional assistance is required for the intellectually disabled students in the conventional
courses so as to link this transition with more conventional courses within the college.