PERCEIVED EFFECTIVENESS AND CHALLENGES OF HIGH SCHOOL TRANSITION SERVICES: EXPERIENCES OF STUDENTS WITH CEREBRAL PALSY

Abstract

The transition from secondary to post-secondary education and adult life can be a challenging stage for students with cerebral palsy (CP). This research study aimed to investigate the transition services provided in special education secondary schools in Punjab, Pakistan, from the perspectives of students with CP who participated in the study. Fifteen students with CP attending grade 9 and 10 secondary schools were interviewed with semi-structured, in-depth interviews. Participants were selected through purposive sampling, and thematic analysis was used to analyze interview data. Participants indicated a lack of understanding about and a lack of implementation of the Individualized Education Plan (IEPs), planning transition, a lack of innovation through individualized instruction, and gaps between the curriculum and the future goals of the students with CP. Participants reported traditional textbook-centered instruction, no access to modern technology, and inflexible curricula that did not meet the needs of students with CP. While a few participants attended a supportive learning environment, many of them felt underprepared for the emotional and academic supports provided by post-secondary education. The findings suggested that there was a need to bring transition services into its own from a holistic, student-centered, strengths-focused perspective for the students with CP. Effective implementation of the IEP, timely transition planning, and the use of technology, flexible instruction, and curriculum can be used to meet the individual interests and learning needs of students with CP.