Importance of Teacher Transition Competencies as Rated by Special Educators

Abstract

A critical factor in the implementation of transition programming is adequately prepared personnel. The purpose of this study was to identify specific competencies perceived necessary by practitioners preparing students for transition. A questionnaire was developed to analyze the perceived importance of 30 transition-related teacher competencies. Special educators who were involved in transition-related activities were asked to complete a questionnaire in which they rated the importance of the teacher competencies. A total of 74 completed surveys (83 percent) was returned from special educators in Pennsylvania. Results suggest that all competencies were identified by the majority of respondents (58 percent) as important. Competencies related to teaching money management skills (97 percent) and involving parent (96 percent) received the highest ratings. Special educators reported receiving the most training related to the competencies they considered most important. The need for and directions of future research are also addressed. 11 Touring the last couple of decades, the critical need to provide appropriate transition planning and services for students with disabilities has been the focus of legislative and educational initiatives. Transition planning centers on empowering and supporting young adults with disabilities to assume their rightful place in mainstream society as independent and contributing members. Because obtaining this transition goal for many young adults with disabilities largely depends upon their access to effective instruction and transition-related ser-

Teacher Development in Mastering the Teaching Materials and Understanding Student Characteristics before and after Receiving Certification Allowance

“…The data of teachers' understanding of student characteristics were collected using a questionnaire which consisted of 12 indicators. Those indicator are (1) to understand the uniqueness of each student potential (2) to recognize student learning styles (3) to treat each student as a unique and whole person (4) to treat students fairly, regardless of ethnicity, race and social status (5) to develop empathy by paying attention to the problems faced by students (6) to train collaboration in class by group work (7) to memorize student names (8) to build close relationship with students (9) to direct students to be independent learners and be deeply involved in any activities in accordance with their potential (10) to monitor student progress (11) to discuss student problems and learning progress with parents or guardians, and (12) to cooperate with parents or other competent parties in solving student problems. Table 2.…”

“…Blanchett found that competency related to teaching management skill and involving parent for students academic improvement plays a significant role in a transition program [1]. Soysal and Radmard who examined pedagogical content knowledge of 211 prospective teachers in Turkey found that even though most of them were moderately competent in documenting their knowledge of taught content and instructional strategies and representations, they have limited knowledge regarding their students' understanding [2].…”

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

“…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.…”

“…According to Blanchett (2001), "the significance of identifying and establishing professional competencies and guidelines for the preparation and certification of special educators has been the point of convergence in the professional literature" (p. 4). Blanchett surveyed special education teachers about the competencies needed by special and general educators to work with transition-aged youth.…”