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The purpose of this study was to establish the extent to which transitional services in special schools for the deaf equip the deaf learners with skills that enable them participate in community activities. 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 showed that the curricula used in the schools did not have an orientation towards community activities and participation. School managers expressed mixed feelings on whether their services enable deaf learners participate effectively in the community after school. Leaders of deaf organisations revealed that the community and society at large do not understand the deaf culture because there is no interactive language. They highlighted the inability of the society to interact with deaf people which result in their social exclusion. The study recommended that special schools for the deaf must adopt a community based curriculum that will enhance the participation of deaf persons to their communities. It was also recommended that the communities be educated and trained on the communication needs of deaf persons especially sign languages. This can be done by schools, organizations of the deaf and government through the public media.

The Extent to which Transitional Services Prepare Deaf Learners for Community Participation: the Zimbabwean Case