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.
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Schedule a callMore From: Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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