Developing individual transition plans : a trainee INCO's experience

Abstract

The study questioned how a Trainee INCO could improve the practice of developing individual transition programmes for students with disability. This was done through a preliminary investigation of local structures and policies, related to the provision of transition services, which were found to be lacking. Based on a literature review of transition planning models, the researcher developed transition programmes with eight male secondary school students and their families. Results indicated that for transition programmes to be successful they should be student-centred, develop self-determination and self-advocacy skills and should include training in daily living and social skills. It was also found that fear; worry and a sense of helplessness were prevalent feelings in parents and students. On a wider scale, suggestions for future action call for a national policy on the development of transition planning practices. Such practices would strive to give ownership and empowerment over the transition process to students and their families.