Regular and Special Educators' Perceptions of Transition Competencies

Abstract

We conducted a survey to examine the (a) perceived importance of 30 transition-related teacher competencies as rated by regular educators and (b) nature of their preparation for tranition programming for students with disabilities. A total of 39 ompleted surveys (72%) were returned from regular educators in ennsylvania. We compared these results with similar data collected from another group of special educators to ascertain the degree of correspondence in transition competency ratings and training between regular and special educators. Results indicated that while the majority of educators had received some inservice training on transition, there were a number of competency areas in which the majority of regular educators received no training. Regular and special educators differentially rated the importance of six teacher competency areas. We discuss the meaning of these results for practice and service delivery.For over a decade transition services have provided a focus for federal, state, and local legislative and educational activities. Transition services play a major role in enabling youth with disabilities to move smoothly from secondary education settings into independent, productive, and personally satisfying postschool environments and activities (Rusch, DeStefano, Chadsey-Rusch, Phelps, & Szymanski, 1992;Wehman, 1996). Understandably, the activities surrounding transition include a growing emphasis on the instructional foci and the service delivery mechanisms of programs for students with disabilities. Because a key feature of transition service delivery is interdisciplinary cooperation and collaboration, professional attention must also be directed to the roles and competencies of the various practitioners who do, or should, provide transition-related services.

Examining the Status of Transition-Focused Content Within Educator Preparation Programs

“…Our findings reinforce the importance of preparing educators to understand and implement essential transition-related practices. For more than 30 years, researchers have reported that secondary special educators, and more recently, vocational rehabilitation counselors, express not being prepared across essential areas of transition (Benitez, Morningstar, & Frey, 2009; Plotner, Trach, & Strauser, 2012; Wolfe, Boone, & Blanchett, 1998). Special educators have reported being confident in their abilities to support students and families during transition planning but lack knowledge of transition services and evidence-based practices, thereby hindering their abilities to implement such practices.…”

Importance of Teacher Transition Competencies as Rated by Special Educators

“…Form A was mailed to special education teachers. Form B was mailed to regular education teachers (Wolfe, Boone, & Blanchett, 1998). The instrument was comprised of four parts: demographics, (b) teacher competencies, (c) satisfaction with training received, and (d) the goal of transition planning and the role of the special education teacher.…”

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

“…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.…”

“…Recent literature on transition suggests that community-based instruction can prepare students with disabilities for success in life after school (Agran, Snow, & Swaner, 1999;Johnson, Stodden, Emanuel, Lucking, & Mack, 2002; National Information Center for Children and Youth with Disabilities, 2002;Wehman, 1992). However, they noted that they had received very little of this training during their preservice teacher preparation (Wolfe, et al, 1998). However, they noted that they had received very little of this training during their preservice teacher preparation (Wolfe, et al, 1998).…”

“…Examples include participating in community-based work programs, planning community-based vocational programs, and developing appropriate curricular content. While the literature on transition emphasizes the need for community-based activities, involvement, and collaboration for effective provision of transition services (ERIC, 2000;Kiernan, 1999;Knott & Asselin, 1999; Thompson, 1990;Wehman, 1992;Wehmeyer, 1992, Wolfe et al, 1998, little published literature was found related to alternative models for teacher preparation for these services. Current, preservice preparation for transition is frequently accomplished through university coursework, possibly supported by field visits to classroom settings.…”