Theme 5.

1 explains the evidences use to support better acquisition of life skills

after implementing the transition program for learners with Intellectual Disability.

The functional implementation of a transition program for learners with

intellectual disabilities focuses on equipping them with the necessary life skills to

transition into adulthood and independent living. Nine participants in this study explicitly

believing in conducting a comprehensive assessment of each learner's strengths,

preferences, and areas for development related to life skills. This assessment should

consider various domains such as self-care, communication, social skills, vocational

skills, and community integration. Individualized goals and objectives can then be

established based on the assessment results.

Develop a structured and comprehensive life skills curriculum that covers various

areas of independent living. This curriculum can include modules on personal hygiene,

self-care (dressing, grooming, and eating), household chores (cleaning, cooking, and

laundry), money management, time management, transportation, health and safety, and

community navigation.

It is important to use a combination of these evidences to support the

effectiveness of the transition program in promoting the acquisition of life skills for

learners with intellectual disabilities. Regular monitoring, evaluation, and adjustments to

the program based on the gathered evidences are essential for continuous

improvement and individualized support.

In addition, learners with Intellectual Disability can be independent in terms of

taking care of themselves. According to Jane, they have evidences such as Curriculum
Development & Instruction and Practice. They developed a curriculum that includes a

range of life skills relevant to the learner's individual goals. This curriculum can cover

areas such as personal hygiene, cooking, cleaning, money management,

transportation, job readiness, problem-solving, and social interaction. The curriculum

should be structured, sequential, and scaffolded to support skill development.

They also provided explicit instruction and ample opportunities for practice and

application of life skills in real-life contexts. Use a variety of instructional methods, such

as modeling, role-playing, hands-on activities, and community-based experiences.

Break down complex skills into smaller steps and gradually increase the level of

independence and complexity as learners progress.

To support the better acquisition of life skills after implementing a transition

program for learners with intellectual disabilities, Sara stated that several types of

evidence can be utilized. Here are some examples: 1) Pre- and Post-Assessments; 2)

Observations and Documentation; 3) Self-Reports and Surveys; and 4) Case Studies

and Success Stories.

To assess the progress made by learners in acquiring life skills through a

transition program, various methods can be used. Pre- and post-assessments provide

quantitative data on specific skills, while observations and documentation offer

qualitative evidence of progress. Self-reports and surveys gather subjective feedback

from learners, parents, and teachers. Sharing case studies and success stories of

individual learners can provide compelling evidence of the program's impact,

highlighting achievements and improvements in life skills. Testimonials from learners,

parents, and educators offer a personal and qualitative perspective on the program's

effectiveness.

Pre- and post-assessments provide quantitative data on learners' progress in

acquiring life skills, while observations and documentation offer qualitative evidence of

improvement. Self-reports and surveys gather subjective feedback from learners,

parents, and teachers. Sharing case studies and success stories highlight specific

accomplishments and improvements, providing qualitative evidence of the program's

impact.

Indeed, the use of evidence to support the better acquisition of life skills after

implementing a transition program for learners with intellectual disabilities is essential

for ensuring the effectiveness, sustainability, and continuous improvement of these

programs. It helps to inform decision-making, advocate for support, shape policies, and

foster collaboration, ultimately leading to positive outcomes for individuals with

intellectual disabilities.