The Issues in Implementing Transition Program for Special Needs Students

Abstract

This study is to determine the challenges and barriers faced by the special education teachers in implementing transition program for special needs students in Malaysian secondary schools. The issues that will be discussed are obstacles to the success of planning, training and placing the special needs students in the real working environment from the teachers' perspective. The study found that these students posed attitude problems during training sessions, lacked commitment to attend training sessions and faced difficulties adjusting to working environment. Apart from that, the teachers agreed that finding workplaces for students with special needs to gain working experience outside the school and the employers' readiness to accept trainees with learning disabilities are two issues that are crucially in need to be dealt with wisely. Even though there are many issues in implementing the transition program, the teachers are still very dedicated not only in monitoring the students' progress but also in ensuring the well-being of the students at their working environment during internships.

Job Marketable for Student with Disability: What We Should Know for Career Transition Programme

“…The objective of CTP from school to work environment is to train SWDs to acquire relevant skills and gain work experiences outside their learning environment (Alias, 2013). The placements at actual workplaces with general working skills needed would give them the opportunities to learn about teamwork, responsibilities, and work ethics (Lindstrom, Doren, & Miesch, 2011).…”

“…These experiences would be valuable to assist them to be independent after they have graduated from school. Thus, the work experience gained through CTP would lead to the opportunities to work, and also indirectly boost up the students' self-confidence to enter workforce in the future (Lindstrom et al, 2011) CTP in Malaysia was implemented by special education teachers (Alias, 2013). The teachers would carefully select qualified SWDs to be trained in the programme.…”

Transition Program: The Challenges Faced by Special Needs Students in Gaining Work Experience

“…They are not always given the opportunities to gain work experience and maximize their potential in the working world. Even though some of them have basic learning skills and capable to acquire vocational skills through training (Aliza, 2013), but according to Lindstrom, Doren, and Miesch (2011) employment opportunities for those with special needs are very limited as work experience is stated as one of the criteria in job application. Furthermore, the importance of work experience was stressed by Oertle and Trach (2007) as one of the components to develop minimum qualification for employments beside training and education.…”

“…They also added that work experience were primarily positive, allowing the students to gain additional opportunities and skills needed for the related task/job. According to Aliza (2013) the objectives of transition program from school to work environment were to train special needs students to acquire relevant skills and gain work experiences outside their learning environment. As the placements at actual work places with general work skills needed would give them the opportunities to learn about teamwork, responsibilities, and work ethics (Lindstrom et al, 2011).…”

“…It was not an easy task for the teachers to look for employers that would accept these trained students as interns at their premises, as most of the employers approached by the teachers were reluctant to accept an intern with learning disabilities. However, with the teachers' determination to prove that these students were capable to work, finally a place of internship for these special needs students to gain work experience was secured (Aliza, 2013). Even though the students are trained and prepared to work but the success of the transition program depends on how the students adapt into their working environment.…”