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Supporting the Transition of Learners with Learning Disabilities into a Special Class: An Informal Transition Support Training Model

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Title: Supporting the Transition of Learners with Learning Disabilities into a Special Class: An Informal Transition Support Training Model
Language: English
Authors: Nomthandazo Buthelezi, Nonhlanhla Desiree Maseko
Source: Bulgarian Comparative Education Society. 2024Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (22nd, Sofia, Bulgaria, Jun 2024).
Availability: Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Foreign Countries, Learning Disabilities, Transitional Programs, Individualized Transition Plans, Objectives, Educational Environment, Interpersonal Relationship, Self Advocacy, Executive Function, Affective Behavior
Geographic Terms: South Africa (Johannesburg)
Abstract: The transition plan for learners with learning disabilities is a critical aspect that involves various key components. This paper focuses on the importance of transition planning in facilitating the successful integration of such learners into a special class, highlighting the benefits of family, school, and community partnerships. The plan establishes clear goals and objectives that align with the learner s aspirations and abilities, encompassing academic achievements, social integration, skill development, and career exploration. Moreover, the plan identifies specific strategies and interventions to address potential barriers and challenges during the transition process. The paper draws on research conducted in a school situated in Johannesburg South and a longitudinal research program conducted at the School of Education, Trinity College Dublin. Utilizing the insights gained from these studies, the paper proposes an informal Transition Support Training model. This model emphasizes the assessment of learner strengths, challenges, and needs, allowing educators and support teams to construct an Individualized Education Transition Plan that optimally supports learners with learning disabilities throughout their transitional journey into a special class. By delivering the transition plan effectively, educators and support staff can facilitate a smooth transition for the learner's well-being and set the stage for their success in the new educational setting. [For the complete Volume 22 proceedings, see ED656158.]
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED656182
Database: ERIC
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  Data: Supporting the Transition of Learners with Learning Disabilities into a Special Class: An Informal Transition Support Training Model
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  Data: <searchLink fieldCode="AR" term="%22Nomthandazo+Buthelezi%22">Nomthandazo Buthelezi</searchLink><br /><searchLink fieldCode="AR" term="%22Nonhlanhla+Desiree+Maseko%22">Nonhlanhla Desiree Maseko</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Bulgarian+Comparative+Education+Society%22"><i>Bulgarian Comparative Education Society</i></searchLink>. 2024Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (22nd, Sofia, Bulgaria, Jun 2024).
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  Data: Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Transition+Plans%22">Individualized Transition Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Objectives%22">Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Advocacy%22">Self Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+Function%22">Executive Function</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Behavior%22">Affective Behavior</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa+%28Johannesburg%29%22">South Africa (Johannesburg)</searchLink>
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  Data: The transition plan for learners with learning disabilities is a critical aspect that involves various key components. This paper focuses on the importance of transition planning in facilitating the successful integration of such learners into a special class, highlighting the benefits of family, school, and community partnerships. The plan establishes clear goals and objectives that align with the learner s aspirations and abilities, encompassing academic achievements, social integration, skill development, and career exploration. Moreover, the plan identifies specific strategies and interventions to address potential barriers and challenges during the transition process. The paper draws on research conducted in a school situated in Johannesburg South and a longitudinal research program conducted at the School of Education, Trinity College Dublin. Utilizing the insights gained from these studies, the paper proposes an informal Transition Support Training model. This model emphasizes the assessment of learner strengths, challenges, and needs, allowing educators and support teams to construct an Individualized Education Transition Plan that optimally supports learners with learning disabilities throughout their transitional journey into a special class. By delivering the transition plan effectively, educators and support staff can facilitate a smooth transition for the learner's well-being and set the stage for their success in the new educational setting. [For the complete Volume 22 proceedings, see ED656158.]
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      – SubjectFull: Transitional Programs
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      – SubjectFull: South Africa (Johannesburg)
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