Current Practices for Transitional Planning From School to College Level about Physically Challenged Students: Special Education Teachers Perspectives

Abstract

Successful transitional planning is possible only when teachers are aware of modern trends and the most updated knowledge. This study aimed at seeking teachers’ perspective regarding transitional planning for their physically challenged students from their schooling to college education. The sample of the study were teachers from the schools of physically challenged students (N=85) i.e, males (N=35) and females (N=50). The tool for the study was A self-developed structured questionnaire. The instrument’s validity was confirmed through expert opinion (N=03). The analysis of the data was done through statistical software SPSS version 21 through descriptive statistics and the frequencies were drawn. The study found that maximum numbers of respondents know about transitional planning for students with physical disabilities. This study recommended teachers must be provided with contemporary transitional planning techniques at the time of their joining in special education schools of physically handicapped children. Additionally, students with physical disabilities must have an explicit understanding delivered by their teachers about their transitional planning before leaving their schools for future’s endeavors.