Implementing the Transition Mandate

Test, David W.

doi:10.1300/j008v16n01_02

Special Services in the Schools

2000

DOI: 10.1300/j008v16n01_02

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Implementing the Transition Mandate

David W. Test

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Cited by 3 publications

References 11 publications

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A Survey of the Types of Data Collected by Transition Teachers

Test

Eddy

Neale

et al. 2004

Career Development for Exceptional Individuals

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We conducted a survey to determine the types and frequency of student performance, consumer satisfaction, and post-school outcome data collected by teachers in transition classrooms. A 29-item questionnaire was completed by 280 teachers identified by their principals as teaching the North Carolina Occupational Course-of-Study. Results indicated that the majority of teachers collected student skill performance and maintenance data on a regular basis, but most did not collect consumer satisfaction or post-school outcome data. Findings are discussed in terms of implications for practice and future research.

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A Survey of the Types of Data Collected by Transition Teachers

Test

Eddy

Neale

et al. 2004

Career Development for Exceptional Individuals

Self Cite

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Perspectives on Transition Practices

Zhang

Ivester

Chen

et al. 2005

Career Development for Exceptional Individuals

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Effective transition programming is a crucial component in ensuring that individuals with disabilities receive an appropriate education. The current study addressed transition practices as viewed by special education lead teachers and district-level transition personnel in South Carolina. These individuals reported their various responsibilities. They also reported that teacher, parent, and student participation in transition planning meetings ranged from 82% to 89% and that the majority of schools offered school-based work experiences as well as an array of other school-based functional learning opportunities. Transition personnel rated their district's transition services better than the lead teachers did. The study also found that schools addressed certain areas of the transition process better than others. Several areas of transition services were not adequately addressed and need to be strengthened, including supported employment, advocacy and legal services, medical services management, community residential life, and approaches to providing life skills and functional skills instruction in relationship to state standards.

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Evaluation Options for Secondary Transition Planning

Kardos

White

2006

The American Journal of Occupational Therapy

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This article presents a model evaluation plan conducted by occupational therapists that may be used to contribute information to the transition planning process in secondary school students with disabilities. Occupational therapists are not fully participating in transition services within secondary schools. One of the major obstacles to full participation identified in a previous research study by the authors of this article was that few occupational therapists were aware of appropriate evaluation options available for secondary transition planning. The authors in this article review the evaluation needs for secondary transition services in general, describe occupational therapy's role in contributing to the Individualized Education Plan (IEP), and describe an evaluation method that gathers key information pertinent to the occupational therapy role. A case study is presented that illustrates how these assessment tools were applied to develop IEP goals in one student's transition plan.

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Implementing the Transition Mandate

Cited by 3 publications

References 11 publications

A Survey of the Types of Data Collected by Transition Teachers

A Survey of the Types of Data Collected by Transition Teachers

Perspectives on Transition Practices

Evaluation Options for Secondary Transition Planning

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