Special Educators' Views of Community-based Job Training and Inclusion as Indicators of Job Competencies for Students with Mild and Moderate Disabilities

Abstract

This study examines the perceptions of 173 pre- and in-service special education teachers regarding the job competencies of hypothetical high school students with mild and moderate disabilities. Participants rated one of nine student descriptions that varied by school experiences related to transition and disability category in five areas of vocational competence. The student was described as being placed primarily in separate special education settings, being fully included in general education classes, or being involved in community-based work experience and placed primarily in separate special education settings. Next, the student was described as having a learning disability, a behavioral disorder, or mild mental retardation. Results indicate that the student described as having a behavioral disorder received lower ratings regarding social coping than did the student described as having mild mental retardation (p = .04). The type of transition-related school experience did not affect special educators' ratings of job competencies. It is recommended that special educators receive training to enhance their knowledge of the benefits associated with effective transition practices such as community-based work experience.