Teachers’ Perspective on Successful Transition planning in Secondary Level special education schools for Hearing Impaired Students

Abstract

Transition planning is crucial for students with hearing impairment before leaving school. Teachers have the key responsibility in transition planning. This study was qualitative and explanatory. The sample of study were the teachers (N = 20) from the special education schools for hearingimpaired students. A self-developed semi-structured interview protocol was administered to collect data by using the purposive sampling technique. Data was analyzed through coding and thematic analysis. Six major themes emerged from the data analysis i.e., teachers’ perception, ways to ensure, active role of students, challenges for hearing-impaired students, future Challenges for Hearing impaired students, strategies for successful transition planning. Findings of study revealed that majority of the teachers perceive that practices of transition plan in special education is based on understanding the interest, guidance for students, avoidable practices, parents’ participation, and opportunities of vocational trainings. The study recommends that suitable guidance and counselling services should be provided in the schools to students with hearing impairment about effective transition from school.