Preservice and Inservice Professional Development for School to Adult Life Transition

Taymans, Juliana M.; deFur, Sharon

doi:10.1177/088572889401700206

Cited by 7 publications

(7 citation statements)

References 15 publications

(18 reference statements)

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“…These comments are consistent with the literature on teacher preparation for transition, which suggest the need to develop problem-solving skills through experience and reflection (Taymans & DeFur, 1994).…”

Section: Disabilitiessupporting

confidence: 85%

“…As stated in the literature, collaboration is a critical skill for teachers involved in transition (Division on Career Development & Transition, 2002;Taymans & DeFur, 1994;Wolfe et al, 1998). As prospective teachers, the university students suggested that this experience helped them to develop knowledge about ways to teach and work with individuals who have mental retardation.…”

Section: Disabilitiesmentioning

confidence: 99%

“…Such community-based training requires successful interactions between schools, agencies, and the community based on effective interdisciplinary collaboration (Benz, Lindstrom, & Yovanoff, 2000;Johnson et al, 2002;Knott & Asselin, 1999; National Information Center for Children and Youth with Disabilities, 2002;Taymans & deFur, 1994;Wolfe, Boone, & Blanchett, 1998).…”

mentioning

confidence: 99%

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Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction

Kamens

Dolyniuk

Dinardo³

2003

Career Development for Exceptional Individuals

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Increasing demand for effective transition programs for individuals with disabilities has created a need for more comprehensive teacher preparation. Community and service learning experiences may be effective ways to accomplish this task. This article describes the planning and implementation of an on-campus transition project for students with disabilities and its impact on preservice teachers who participated in the project as job-sampling mentors. Data sources included university student journals, instructor field notes, course assignments, and open-ended questionnaires. Emergent themes indicated that university students gained new expectations of individuals with disabilities, became more aware of attitudes toward and treatment of individuals with disabilities,

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Section: Disabilitiessupporting

confidence: 85%

Section: Disabilitiesmentioning

confidence: 99%

mentioning

confidence: 99%

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Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction

Kamens

Dolyniuk

Dinardo³

2003

Career Development for Exceptional Individuals

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“…Increasing training opportunities and working closer with transition professionals should only increase self-efficacy and feelings of preparedness when delivering transition services. State VR counselors must perform outside of their established boundaries for transition-age youth to obtain successful VR services and appropriate adult outcomes (Plotner, Trach, et al, in press;Taymans & deFur, 1994).…”

Section: Perceptions Of Preparedness In Transition and Vrmentioning

confidence: 99%

Vocational Rehabilitation Counselors’ Identified Transition Competencies

Plotner

Trach

Strauser

2012

Rehabilitation Counseling Bulletin

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Vocational rehabilitation (VR) professionals are critical partners in the transition process for students with disabilities; therefore, they are required to develop transition service delivery proficiencies. VR professional perceptions of transition competencies are seldom examined due to the perception that transition falls mainly on school-based professionals. In this study, VR professionals from three states were surveyed on their perceptions regarding transition competencies. Specifically, seven transition domain areas (i.e., Providing Career Planning and Counseling, Providing Career Preparation Experiences, Facilitating Allocation of Resources, Promoting Access and Opportunity for Student Success, Conducting Program Improvement Activities, Building and Maintaining Collaborative Partnerships, and Promoting Nonprofessional Supports and Relationships) were examined and reported across importance, preparedness, and frequency. Results showed that importance rankings were rated very high overall across all competencies (µ = 3.42). Preparedness was the next highest overall rating (µ = 2.77), and frequency in performing transition competencies was the lowest (µ = 2.55). Paired t tests also showed a significant difference between each of the pairs of ratings. In addition, the findings indicated that although all domains were identified as very important, respondents did not indicate they were as prepared or participated as frequently in these transition activities. Individual domain rankings and rationale as well as implications for practice are also discussed.

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“…However, few special education teacher education programs actually prepore teachers for the necessity of teaching self-determination skills, providing community-based vocational education, or collabarating with vocational education to interpret vocational assessment data. Teacher preparation programs are acknowledging the need to adjust their curriculum ta address these changes (McCarty, Sitlington, & Asselin, 1991;Taymans & deFur, 1994). At the same time, a limited number of school administrators or policymakers are aware of the mandate for providing transition services or the potential impact of professional development to enhance quality transition services ta students with disabilities.…”

Section: New Roles For 'Eacher-pr Paratlon Programs and Administratormentioning

confidence: 99%

Transition Coordinators Define Yourselves

Asselin¹,

Todd-Allen²,

deFur³

1998

TEACHING Exceptional Children

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Preservice and Inservice Professional Development for School to Adult Life Transition

Cited by 7 publications

References 15 publications

Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction

Preparing Teachers for the Transition of Students with Disabilities Through Community-Based Instruction

Vocational Rehabilitation Counselors’ Identified Transition Competencies

Transition Coordinators Define Yourselves

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