The Comprehensiveness of Transition Services for Deaf Learners in Zimbabwe

This study came about as a result of the increasing number of deaf vendors found in Harere, the capital city of Zimbabwe (Ncube, Hlatywayo, 2014). The results revealed that there was no transitional policy for deaf students in Zimbabwe, no existing localized transition plans and policies for deaf students in schools and disabled persons organizations. Majority of the deaf street vendors who had left school disclosed that their teachers determined their future for them instead of giving them choices to decide on their future aspirations. Conclusions were drawn that the existing transition services did not prepare the deaf learners adequately to live their lives independently and productively in the post-school years. Lastly, recommendations were made that transition plans must be designed for all deaf learners upon entry to high school and all stakeholders - students, parents, school, and potential employers, must be involved in the development of the transition plan.

Reference

Ncube, A. C., & Hlatywayo, L. (2014). The comprehensiveness of transition services for deaf learners in Zimbabwe. International Journal of Innovative Research and Development, 3(10), 45-56.