Helping SPED Students Transition to Post-School Environment

1.Transitioning to a post-school environment is a challenging phase for all students. This is especially so for students graduating from the Special Education schools in view of their diverse needs and disability profiles. Careful planning and preparation is important for such students and their families for the eventual transition to post-school pathways.

2. To support Special Education (SPED) schools in helping their students better plan for this transition, MOE will be sharing with all SPED schools a transition planning guide “Transition Planning for Living, Learning and Working – Making it Happen” from 2017.

3. In transition planning, SPED schools work closely with their students from the age of 13 and their families to develop post-school goals. Key activities and support systems, such as linking up with relevant post-school services, are also put in place to help students achieve their goals, and lead meaningful lives after graduation.

4. At the heart of this is the development of an Individual Transition Plan (ITP) for every student. For instance, the ITP of a student interested in dancing as a leisure activity could include customised support to enable him/her to join a community dance club after graduation. For students who would like to explore working in the Food and Beverage (F&B) industry, targeted activities and support such as work experience in a restaurant would then be included in their ITP.

5. Together with the availability of the transition planning guide, a training programme will be made available to support SPED schools from 2017 in implementing transition planning for all their students.

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