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Best Practices for Providing Transition Services for Children with Down's syndrome
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Journal Article
Best Practices for Providing Transition Services for Children with Down's syndrome
2019
Overview
In Saudi Arabia, students with intellectual disabilities are typically educated in segregated environments and live their lives in isolation from mainstream society. This lifelong isolation severely limits their prospects for achieving positive quality of life outcomes such as steady employment or independent living. Fifty years ago, this experience was also quite typical of this population in other countries, such as the United States. However, in the intervening years, greater efforts have been made to improve the lot of the intellectually disabled, and much has been learned about what works and what does not. A major transition in anyone's life is the one from school to adulthood. This transition can be even more daunting for persons with intellectual disabilities. For this reason, transition services are an important feature of special education in the United States and many European countries. This paper provides an overview of currently accepted best practices in transition planning for students with Down Syndrome. Learning in an inclusive environment provides an important foundation upon which to build transition services. With this foundation in place, four elements of a transition plan were found to contribute strongly to the successful transition to adulthood for a student with Down Syndrome. First is the extent to which the student's ability to make (or at least have a voice in) the decisions that affect him/her (self-determination). Second is the extent to which the student is involved in shaping his/her own IEP. Third, the transition plan requires a high level of collaboration among the participating parties (student, family, teachers, community members, agencies, etc.). Finally, it was found that students can benefit greatly from participating in community based activities while in school as preparation for becoming fully participating members of that community.
Publisher
جامعة عين شمس - كلية البنات للآداب والعلوم والتربية
