Preparing Secondary Special Educators and Transition Specialists

Morningstar, Mary E.; Clavenna-Deane, Beth

doi:10.4324/9780203817032.ch24

Cited by 12 publications

(15 citation statements)

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“…Thus, the emphasis of collaboration between DSTP and special educators is central to ensure effective transition service delivery. This finding is supported by a robust literature base calling for more systematic efforts in preservice training supporting collaboration across DSTP and special education teachers (e.g., Plotner & Simonsen, 2018) as well as at the inservice level (e.g., Morningstar & Clavenna-Deane, 2014). Furthermore, results also indicate a positive relationship between understanding of stakeholder roles, frequency of communication, and overall levels of collaboration between high special education teachers and DSTPs.…”

Section: Discussion and Future Directionssupporting

confidence: 60%

Section: Discussion and Future Directionsmentioning

confidence: 57%

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Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

Plotner

Mazzotti

Rose

et al. 2018

Remedial and Special Education

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A web-based survey was disseminated to examine the relationship between high school special education teachers and direct-service transition professionals’ understanding of stakeholders’ roles in transition, frequency of communication with transition stakeholders, and level of collaboration among stakeholders. Path analyses were also conducted to determine the predictive relationship between understanding of roles, frequency of communication, and level of collaboration between high school special education and direct-service transition professionals. Results indicated a positive, significant relationship between the identified variables (i.e., role understanding, frequency of communication, and level of collaboration). Limitations, future research, and implications for practice are discussed.

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Section: Discussion and Future Directionssupporting

confidence: 60%

Section: Discussion and Future Directionsmentioning

confidence: 57%

Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

Plotner

Mazzotti

Rose

et al. 2018

Remedial and Special Education

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“…Another important implication and recommendation related to the findings from this study is the need to improve the quality of secondary level special education teacher training in the area of transition services. Because university teacher preparation programs are driven by federal and state policies and priorities, it is important to be able to evaluate special educators’ knowledge and skills related to providing transition services to students with disabilities so that policy makers can be informed of additional needs in their states (Morningstar & Clavenna-Deane, 2014). Most preservice teacher preparation programs for special educators do not provide the level of training needed to effectively plan and deliver transition services to students with disabilities (Benitez, Morningstar, & Frey, 2009; Morningstar, Hirano, Roberts-Dahm, Teo, & Kleinhammer-Tramill, 2018).…”

Section: Discussionmentioning

confidence: 99%

See You in Court! How to Avoid IDEA Transition–Related Mediations and Due Process Hearings

Greene

Landmark

2019

Journal of Disability Policy Studies

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School compliance with the Individuals with Disabilities Education Act (IDEA) transition services language requirements in this country has been an issue of concern to parents of students with disabilities as well as special education attorneys and advocates for quite some time. Evidence exists in special education case law about court rulings regarding poor transition programming and services provided by school districts to students with disabilities. The purpose of this article is to review literature on these legal cases, describe a small-scale study that investigated the most common transition-related issues mediated by special education attorneys in the state of California, and make recommendations to public school districts on how to avoid transition-related legal disputes on the IDEA transition services language requirements.

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“…Second, findings from this study indicate that leadership activities can be embedded during preparation for a new educational role. In fact, leadership related to collaboration is a significant component of what transition specialists will do in their new roles (Blalock et al, 2003; Morningstar & Clavenna-Deane, 2014). By facilitating community conversations, students led efforts to gather multiple ideas from a range of stakeholder perspectives, undertaking what Morningstar and Clavenna-Deane argue is crucial to the role.…”

Section: Discussionmentioning

confidence: 99%

Fostering Collaboration as Transition Specialists Through Community Conversations

Parker-Katz

Cushing

Athamanah

2017

Journal of Disability Policy Studies

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Collaboration is touted as a powerful way to help improve postschool outcomes for students with disabilities. Indeed, collaboration is an evidence-based predictor of improved adult outcomes associated with postsecondary education, employment, and independent living (Test et al., 2009). Interagency collaboration has emerged as a particularly important aspect of collaboration. Morningstar, Kleinhammer-Tramill, and Lattin (1999) reviewed indicators of effective transition programming and highlighted both family networks of support and interagency collaboration as pivotal for transition educational planning, decisionmaking, and resource sharing. Landmark, Ju, and Zhang (2010) also found that interagency collaboration and family involvement were predictive of improved adult outcomes that led to better employment conditions, sustained employment, and independent living opportunities. In addition, they concluded that interagency collaboration during transition planning helped youth with disabilities gain jobs and stay employed with supports. Finally, Noonan, Morningstar, and Gaumer-Erickson (2008) found that inclusion of multiple stakeholders (i.e., practitioners, administrators, and statelevel personnel) during implementation of interagency collaboration, along with sustained interaction between state and local entities, seemed integral to improved collaborative activities. Additional key components in high-performing districts were having a transition coordinator job position and accessing multiple interagency strategies to support collaboration. Passage of two pieces of federal legislation also provides policy levers to facilitate change. To provide key supports and services for employability and employment, the Workforce Innovation and Opportunity Act (WIOA) was passed in 2014 with final rules enacted in 2016 (United States Department of Labor, 2016). Through collaboration with the U.S. Departments of Labor, Education, and Health and Human Services, the aim of the WIOA is to improve the public workforce system for all youth including those with significant disabilities through creation of jobs, training, and retention of workers. Passage of the Every Student Succeeds Act (ESSA) is focused on ensuring in public education high standards and expectations for all students, and 739407D PSXXX10.

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Preparing Secondary Special Educators and Transition Specialists

Cited by 12 publications

References 0 publications

Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

Perceptions of Interagency Collaboration: Relationships Between Secondary Transition Roles, Communication, and Collaboration

See You in Court! How to Avoid IDEA Transition–Related Mediations and Due Process Hearings

Fostering Collaboration as Transition Specialists Through Community Conversations

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