Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

Abstract

Students with disabilities lag behind peers without disabilities in most postsecondary outcome areas such as employment, postsecondary education, and independent living. Numerous initiatives aimed at supporting students as they transition from school to adult life have received attention over the last few decades. These initiatives include those that focus on preparing secondary special educators and transition personnel to be better equipped to facilitate these transitions. In this study, the authors examined the extent to which middle and high school educators (n = 280) and direct-service transition professionals (e.g., transition specialists, rehabilitation counselors; n = 203) reported level of knowledge and modes of access to this knowledge related to secondary transition evidence-based practices (EBPs). In addition, this study examined if there is a difference in educators and direct-service transition professionals in reported use of EBPs. Results indicate that few educators and direct-service transition professionals believe their professional development opportunities fully prepared them with the knowledge and skills to use secondary transition EBPs. Implications and future research directions are also presented.

A Qualitative Investigation of Secondary General Education Teachers' Perspectives on their Involvement in Transition Services

“…They also found 45.3% of participants were seldom or never given secondary transition EBP resources. Plotner, et al (2016) also found that the majority of transition professionals receive limited transition EBP training. Almost half of special educators and almost one-third of direct-service transition professionals received one day or less of transition EBP training per year.…”

“…Research on general secondary educators' perceptions related to their involvement in the transition process is needed. While limited research has been conducted on special education teachers' and transition personnel's perspectives on roles and responsibilities related to implementing transition services (Blanchett, 2001;Benitez, et al, 2009;Plotner, et al, 2016), I found no research focused solely on perceptions of general education teachers' roles. Lazaroff (2013) did include general educators among a variety of professionals in his study.…”

“…Even with these legal mandates, many transition-aged youth with disabilities continue to experience poor postsecondary outcomes (Benitez, et al, 2009;Blanchett, 2001;Bouck, 2012;Bouck & Joshi, 2012;Carter, et al, 2013;Hughes & Carter, 2011;Mustian, Mazzotti, & Test, 2012;Plotner, Mazzotti, Rose, & Carlson-Britting, 2016;Plotner, Trach, & Strauser, 2012;Test, et al, 2015;. Many researchers have examined various stakeholders' perceptions of transition practices for youth with disabilities, including vocational rehabilitation personnel Plotner, et al, 2012;Plotner, et al, 2016) and secondary special educators (Benitez, et al, 2009;Blanchett, 2001;Plotner, et al, 2016). However, the scholarly research is lacking general educators' perceptions on their role for fostering postsecondary success.…”

“…Blanchett was not alone in finding transition professionals felt unprepared to deliver transition services effectively (Benitez, et al, 2009;Plotner, et al, 2016). Mazzotti and Plotner (2016) found transition service providers had limited access to, training with, and preparation for transition EBPs.…”

“…Researchers have shown the impact of transition EBPs on postsecondary outcomes for youth with disabilities. Before and after the 2004 amendments to IDEA, research has been published about how equipped transition professionals and secondary special educators feel they are to deliver quality transition instruction (Benitez, et al, 2009;Blanchett, 2001;Plotner, et al, 2016). Literature is lacking, however, on how general education teachers perceive their roles in providing transition services and instruction.…”