Transition Coordinators Define Yourselves

Asselin, Susan B.; Todd-Allen, Mary; deFur, Sharon

doi:10.1177/004005999803000302

Cited by 15 publications

(6 citation statements)

References 4 publications

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“…For example, many schools have professionals who focus on transition; however, these professionals are often titled, trained, and funded in different ways (Plotner, Trach, Oertle, & Fleming, 2014). The literature discusses the spotted nature of the transition process by listing various job titles for transition-focused positions (Asselin, Todd-Allen, & deFur, 1998; Plotner, Trach, & Shogren, 2012). Exploring both factors associated with enhanced understanding of EBPs is warranted.…”

Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

Plotner

Mazzotti

Rose

et al. 2015

Teacher Education and Special Education

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Students with disabilities lag behind peers without disabilities in most postsecondary outcome areas such as employment, postsecondary education, and independent living. Numerous initiatives aimed at supporting students as they transition from school to adult life have received attention over the last few decades. These initiatives include those that focus on preparing secondary special educators and transition personnel to be better equipped to facilitate these transitions. In this study, the authors examined the extent to which middle and high school educators (n = 280) and direct-service transition professionals (e.g., transition specialists, rehabilitation counselors; n = 203) reported level of knowledge and modes of access to this knowledge related to secondary transition evidence-based practices (EBPs). In addition, this study examined if there is a difference in educators and direct-service transition professionals in reported use of EBPs. Results indicate that few educators and direct-service transition professionals believe their professional development opportunities fully prepared them with the knowledge and skills to use secondary transition EBPs. Implications and future research directions are also presented.

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Section: Discussion and Future Research Directionsmentioning

confidence: 99%

Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

Plotner

Mazzotti

Rose

et al. 2015

Teacher Education and Special Education

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show abstract

“…Transition planning requires personnel to understand school systems (special, general, and vocational education), adult and community systems, transition assessment, job development and support, and strategies to work with students and families as they move from entitlement services in schools to eligibility systems in adult agencies. It is important that secondary special educators and related personnel be aware of the transition service requirements in IDEA and that someone in the school be trained in the concepts, methods, and strategies that provide the basis for transition planning (Asselin, Todd-Allen, & deFur, 1998;Council for Exceptional Children, 2001;deFur & Taymans, 1995).…”

Section: Prepare Professionals In the Competencies Needed To Coordinamentioning

confidence: 99%

Preparing Youths with Emotional or Behavioral Disorders for Transition to Adult Life: Can it be done within the Standards-Based Reform Movement?

Sitlington

Neubert

2004

Behavioral Disorders

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This article identifies (a) what we know about youths with emotional or behavioral disorders (E/BD) and what works in preparing them for the transition to adult life; (b) the key features of No Child Left Behind (NCLB; 2001) and the Individuals with Disabilities Education Act (IDEA); and (c) recommendations for working within the requirements of this legislation to promote the successful transition of youths with E/BD to employment, independent living, and postsecondary education. Recommendations address the need to (a) use transition planning as a framework for developing the content and performance components of standards-based education and (b) ensure that preparation for employment and other areas of adult life are infused in the general education curriculum and in the standards-based reform movement.

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“…Although many of these responsibilities are similar to what a transition specialist might provide in public schools (Asselin, Todd-Allen, & deFur, 1998;Council for Exceptional Children, 2000), the IS approach requires staff and administrators to truly reconsider how teachers and specialists who support older students can undertake case-management roles. Teachers and instructional assistants must be allowed to spend their time outside of the confines of the high school, work flexible, nontraditional schedules, and determine how natural supports can be used in post-secondary settings.…”

Section: Logisticsmentioning

confidence: 99%

Post-Secondary Education and Transition Services for Students Ages 18-21 With Significant Disabilities

Neubert¹,

Moon²,

Grigal³

2017

Exceptional

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Transition Coordinators Define Yourselves

Cited by 15 publications

References 4 publications

Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

Preparing Youths with Emotional or Behavioral Disorders for Transition to Adult Life: Can it be done within the Standards-Based Reform Movement?

Post-Secondary Education and Transition Services for Students Ages 18-21 With Significant Disabilities

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