" In the author's opinion, rather than equipping such students with the necessary skills for life after school, educational processes instead mainly concern themselves with the students' academic concerns. Some of the strategies schools may adopt so as to ensure students are well prepared for life after school are highlighted below. To begin with, schools can plan field trips for such students. These field trips should be designed in a way that allows students to understand more about an issue at hand. For instance, schools can organize a field trip to the bank so as to enable students learn how the banking system works.

Secondly, schools can use pretend play or role-play so as to ensure that students learn some relevant skills. For instance, as Browder & Spooner (2011) note, "other skills will require the use of a realistic home setting." Role-play basically involves acting out certain roles as if it were real life. Students can be prepared for home and family management skills in this way.

Further, schools can also equip students to...

This networking is important for two main reasons. First, students get to learn critical tips on independent living and secondly, it plays a motivational role as students are able to interact with others like them who are independently living.
Conclusion

In conclusion, it can be noted that during the transition to community living, students with special independent-living needs require a wide range of skills so as to cope with various challenging issues occasioned by the said transition. By utilizing the strategies I highlight above, schools can play a critical role in the preparation of such students for success in the community.

References

Browder, D.M. & Spooner, F. (2011). Teaching Students with Moderate and Severe Disabilities. New York, NY: Guilford Press.

Mahanay-Castro, C. (2010). Building Transition Programs for Students with Disabilities: How to Navigate the Course of Their Lives. Maryland: R&L Education.