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I think that one particular outcome that could be expected when exceptional needs students are exposed to or involved transitional programs is increased peer communication. Research indicates that when exceptional needs students are involved in settings that are more inclusion based, greater social communication results. One outcome that can be expected would be that students' social skills and interpersonal intelligences are enhanced through the involvement with or exposure to transitional programs that are rooted in the process of inclusion.
Another outcome that could be reasonably expected for exceptional needs students' interactions with transitional programs that are based in the inclusion model would be that their experiences are more "real- world." Increasingly, the reality of the world is a heterogeneous one. Diversity in terms of experiences and narratives is the reality. Involving exceptional needs students with transitional programs as often as possible helps these students interact with more real world situations that they are going to encounter after their formal education ceases. Involvement in or exposure to transitional programs help to increase the real world problem solving capacity of exceptional needs students. This becomes one of the outcomes that can be expected when young students with exceptional needs are involved in or exposed to transitional programs with an emphasis on inclusion.
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