This study examines the implementation of prevocational skill development within transition programs for learners with disabilities in public schools, focusing on teacher preparedness, instructional practices, resource allocation, and community engagement. Data were collected from nine schools with dedicated transition programs and 35 inclusive classrooms. Findings reveal that teachers require specialized training to support students with severe disabilities, emphasizing the need for ongoing professional development. Hands-on, experiential learning approaches were found essential for developing microskills, fostering engagement, and preparing students for employment and independent living. Challenges include insufficient instructional materials, limited adaptive resources, and inadequate exposure to real-life work environments, constraining skill acquisition. Teacher workload also limits individualized support, with 65% reporting difficulty meeting student needs. Conversely, active parental involvement emerged as a key positive factor, highlighting the importance of family collaboration. Recommendations include continuous teacher training, increased resource allocation, strengthened community partnerships, workload management, and enhanced parental engagement, collectively supporting learners’ transition to meaningful employment, independence, and societal participation.

Authors:
Maria Heidi Alaine Tahir, Saint Francis Indian School, United States

About the Presenter(s)
Dr. Maria Heidi Alaine V. Tahir, Director of Gifted and Talented Education at Saint Francis Indian School, focuses on inclusive and special education, teacher self-efficacy, and prevocational skill development.

See this presentation on the full schedule – Saturday Schedule

Bookmark