Exploring Transitional Pathways to Post Secondary and Higher Education for Youth with Physical Disabilities in Punjab

Abstract

The transition from high school to post-secondary education is difficult for most students, but those difficulties are amplified by the extra complexity of handicap. The purpose of the study was to explore whether school administration obstructs seamless transition for students with physical disabilities, the effect of school-institution collaboration, and whether self-help skills, and travel training are barriers to successful transitions. Survey approach as well as descriptive research was employed. 30 items, self-constructed questionnaire was used. A sample of 115 teachers of physical impaired students, working in government special schools, was taken from five divisions of Punjab i.e., Multan, Lahore, Rawalpindi, Gujranwala, and Sahiwal. Results revealed that schools evaluate students' readiness, provide travel training, challenging courses, use role-playing activities and offer community-based programs for transition of students with physical limitations to college. It is recommended that a collaborative effort involving parents, educators, administrators, and nonprofit organization is vital for smooth school-to-higher education transitions.