We first conducted a synthesis of literature to identify essential transition teacher competencies to guide curriculum development for a personnel preparation program. The synthesis yielded a list of 67 competencies needed by transition teachers. Using the 67 competencies, we next created an electronic survey in which respondents were asked to rate importance of transition teacher competencies. The survey was administered to two groups: national experts and transition practitioners. Expert respondents were 52 individuals. Practitioner respondents were 231 teachers, specialists, or coordinators from five states. Results indicated substantial similarities in ratings across all respondents irrespective of sample membership or service to transition-age individuals with mild/moderate or severe disabilities. Findings are discussed in regard to personnel preparation and targeted knowledge and skills.
Technology is integral to the lives of youth who, as digital citizens, use technology to participate in social and civic action to improve their communities. Using a digital citizenship framework and National Longitudinal Transition Study of 2012 data, we explored technology access and use between youth with and without intellectual and developmental disabilities (IDD). We found youth with IDD have less access and less participation across four digital citzienship elements putting them at greater risk for digital social isolation and community disengagment. Given the COVID-19 pandemic, which has thrust employment, school, health, and social lives to online spaces, we situate our findings on digital access, opportunity, and support and call for individual and systems-level investment in digital citizenship to support full participation.
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