Competencies Needed for Transition Specialists in Vocational Rehabilitation Vocational Education, and Special Education

Abstract

Transition services and interagency service coordination for youth with disabilities have increased significantly during the past 10 years. The development of these services has necessitated the creation of new human services professional roles. One emerging role is that of transition specialist. Competencies for this new role of transition specialist have not been validated. This study was conducted to identify and validate competencies for transition specialist practitioners. Practitioners across the United States from the fields of vocational special education, special education, and vocational rehabilitation identified competencies believed essential to providing effective transition services. “Knowledge of agencies and systems change” was the highest-rated competency.

Investigating the Opinions of Teachers on the Processes of Vocational Counselling, Training and Employment of Special Needs Students

“…All teachers in the sample stated that there is a need for a system regarding direction of students towards suitable professional fields, supporting them against problems they may experience in the transition problems, and keeping tabs on them in the processes of vocational education and transition into professional life. The responses by the teachers are similar to the description of characteristics that experts who will support transition processes should have as reported by Defur and Taymans (1995). When considered in the context of 12 years of compulsory education, as the number of special needs students who will continue secondary education will increase each year, studies on transition processes are a necessity.…”

Preservice and Inservice Professional Development for School to Adult Life Transition

“…A national survey of transition specialists in the fields of rehabilitation, vocational education, and special education validated essential competencies for transition professionals that sort generally into 12 domains (deFur, 1990) displayed in (Table 1).…”

“…The development of training which crosses disciplines is a consistent theme throughout the literature relating to transition personnel training (Renzaglia, 1986;Rusch, Mithaug & Flexner, 1986;Sitlington, 1986;Stark & Karan, 1987;deFur, 1990;Szymanski et al, 1990). Educational programs should be structured to help participants to learn to work together and in conjunction with the individuals with disabilities whose lives they are affecting.…”

“…Any personnel preparation efforts for collaboration should include the following: ongoing education to help individuals become and remain competent in their specific roles so they can bring the resources of their discipline to transition services; experiences to assist participants in developing a working knowledge of related fields and families so they can connect in appropriate ways; activities to develop communication skills which can be used in both individual and team interactions; a variety of interdisciplinary activities that will promote problem solving skills in the context of transition planning and service delivery (deFur, 1990).…”

Curriculum beyond school walls: Implications of transition education

“…The following 10 components are listed in the job description for the Employment Specialist: (a) assess student's vocational interests, (b) develop individualized student plan, (c) develop job sites, (d) foster community access, (e) implement career exploration, (f) develop job readiness skills, (g) monitor student progress, (h) collaborate and maintain public relations, (i) complete necessary paperwork, and (j) provide and attend training. Asselin and Cook (1994) reviewed identified transition specialist competencies (deFur, 1990;deFur & Taymens, in press) to compile a comprehensive list delineating the roles of the transition specialist and the vocational special needs educator. The resulting role description formed the foundation for the Vocational Special Needs/Transition Specialist graduate program at Virginia Polytechnical Institute and State University.…”