The Comprehensiveness of Transition Services for Deaf Learners in Zimbabwe

The rapid increase of deaf persons operating as vendors in the Zimbabwean capital city, Harare motivated the execution of the study. The study explored the comprehensiveness of the transition services curriculum offered by educational institutions to learners who are deaf. A mixed methods approach underpinned the study. 30 respondents were purposively drawn from deaf school leavers vending in the streets of Harare, managers of schools enrolling deaf learners and managers of deaf persons organisations. The questionnaire was used to collect data.  The researchers used sign language to solicit responses from the deaf participants. In turn the researchers completed the questionnaire on their behalf. The results reveal that Zimbabwe does not have a transitional policy for deaf learners. The results also showed that schools that enroll deaf persons as well as disabled persons organisations do not have localized transitional policies and plans for learners who are deaf. Most disabled persons organisations revealed that they were not in the business of transition. Most deaf school leavers who are street vendors revealed that they were not given the opportunity to decide their future in school. They revealed that teachers mainly decided their destiny on their behalf. It was therefore concluded that the transition services for deaf learners are not comprehensive to enable them live independent and productive lives after school. It was therefore recommended that special schools for the deaf must design individual transition plans for all learners on entry to high school. The designed transition plans must include and involve all stakeholders such as the learners, parents, school, and prospective employers and where possible and other members of the multidisciplinary team. In addition it was recommended that there must be connectivity and collaboration between the school, organizations for the Deaf, employers and parents to enhance smooth transition into employment and adulthood. The study also recommended that schools use standard qualitative assessments to evaluate learners for proper transitions. Lastly it was recommended that a transitional policy for learners with hearing impairment be instituted by policy makers.