Facilitating Smooth Post-School Transition for Learners with Specific Learning Needs: Policy and Curriculum Recommendations

Abstract

This study explores the complex landscape of inclusive education for learners with Specific Learning Needs (SLNs), examining critical  factors that facilitate successful post-school transitions. The study employed a qualitative interpretive case study design. Conducted in  Bulawayo Central District's two secondary schools with Resource Units, the research uses an innovative conceptual framework  integrating Neurodiversity theory and Schlossberg's career transition theory. Through a comprehensive investigation involving ten  learners with SLNs, two teachers, one school administrator, and the District Remedial Resource Tutor (DRRT), the study uncovers key  strategies for supporting educational and vocational adaptation. The study adhered to ethical protocols; obtained university clearance,  provincial and district permissions, and acquired informed consent from participants and parents of minors. The research reveals a  multifaceted approach to enhancing educational and transitional support for the learners, highlighting critical areas for intervention:  redesigning the curriculum to accommodate the diverse abilities and needs of the learners; developing a transition policy that is  specifically designed to support individuals with special conditions in post-school settings; introducing corporate tax incentives for  companies that create employment opportunities for individuals with special conditions and societal attitude transformation. By  prioritizing stakeholder perspectives, the study develops a nuanced transitional model that offers practical guidance for more effective  inclusive educational practices. The findings underscore the importance of holistic support in empowering learners with SLNs to achieve  academic, social, and economic success.