Research Proposal on the Evaluation of Vocational and Transitional Programs for School Children with Intellectual Disability
Vocational and transitional courses for school children with intellectual disabilities is very important as an early intervention programs for them; as they get older, they will get a chance to choose whatever educational options they want to pursue. This is to promote quality of life for the PWD, to enable them to gain self-worth, respect and dignity in themselves. This program also encourages a sense of empowerment, independence, and personal satisfaction; as to be able to participate actively and effectively in the different areas in the society. In this connection, transitional programs consist of well-coordinated set of outcome-oriented activities that include independent living, community adjustment, vocational training and the most important thing is they are given employment opportunities.
(http://www.mb.com.ph/articles/327296/wanted-a-school-kids-with-mild-mental-retardation)
However, there are only few schools here in the Philippines that offer vocational courses for children with intellectual disabilities. And, the main objective of this proposal is to recognize the importance of providing these children with training in vocational setting. A well sustained vocational program for them can be implemented efficiently and effectively if there is a proper transition programs made. Relatively, Archie David, an Executive Director of Independent Living Learning Center (ILLC) strongly agrees with the idea. But, there must be a further support from the government side, in order to attain the main goal of this kind of PWD programs. Similarly, TESDA mainstream course offerings are available to all individuals, and do not discriminate people with intellectual disabilities. Nonetheless, the agency admitted that they have very insufficient resources, as well as training facilities in differentiating instruction for mental retardation cases. Lack of competency is the main reason that accepting PWD into these kinds of programs is less likely given priority. Aside from that limited capacity of instructional facilities, many agencies are hesitant on the potential knowledge that are gained by these people from the trainings, which are not sufficient enough for them to qualify for certain positions in various industries.
(http://www.mb.com.ph/articles/327296/wanted-a-school-kids-with-mild-mental-retardation)
Recent study showed that students with intellectual disabilities have the poorest performance in academic area. This is also the reason that attending college as well as participating in the typical course activities has not been available for them. Many agencies have designed a segregated life-skills community-based transition programs for mentally disabled students. And, based on their experience, this implementation has been a great help to the mentally retarded students in improving their potential skills in other areas. This resulted to the growing desire of families of mental disabled children to enroll them in the PSE after finishing high school education. In fact, there are already 110 PSE programs in different states. A survey conducted recently revealed rehabilitation and employment training programs were offered to students with intellectual disabilities. And, it is found out that 79 percent are qualified for Social Security benefits, as 84 percent of them are able to get a job during summer, as well as 65 percent of them finished the course with a stable job at hand. Therefore, recommendations for improving the access to vocational and transitional programs must be done by many countries worldwide, in order to help these people with mental disabilities to become aware of their other skills and abilities that may help them to live decently in the society. Correspondingly, media should be the center of public awareness about these special programs for the children or students with mental disabilities. A massive information campaign must reach many students and families about the special benefits that vocational and transitional programs offered to the school children who still want to develop their knowledge and skills level into something that will be beneficial to them and to their families.
(http://www.communityinclusion.org/article.php?article_id=178)
Education for children with intellectual disabilities is truly an exciting and wonderful experience. However, after finishing their elementary and high school education, will be another dilemma for them and for their parents on how their existence can be optimized with great sense of support system. Among these children with mental disabilities, going to college is not a practical option. At this time and age, this notion must be modified already. Having a proper transitional process, as well as college education or vocational courses is very rewarding and exciting experience among students with intellectual disabilities. And, these students are more in need of better education to develop their academic and personal skills despite their conditions. For students with intellectual disabilities, personal growth is very crucial in order to live independently. Increasing their self-esteem is most vital factor in order to learn how to find ways and meet the expectations of the society at large.
(http://www.communityinclusion.org/article.php?article_id=178)
References:
(http://www.mb.com.ph/articles/327296/wanted-a-school-kids-with-mild-mental-retardation)
(http://www.communityinclusion.org/article.php?article_id=178)
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