Statewide Assessment of Confidence and Training Needs Among Educators Who Support Transition-Aged Students With Visual Impairments

Abstract

Introduction: Students with visual impairments represent a low-incidence disability group with poor postschool outcomes. Educators who support these students at the transition-age level need access to high-quality training and resources. Method: I surveyed 87 special educators and teachers of students with visual impairments in a southeastern state to ask about their confidence in implementing 33 transition practices and their interest in training and resources on these same topics for youth with visual impairments. Results: Overall, teachers indicated moderate levels of confidence and moderate levels of interest in additional training across the 33 practices. There were some significant differences between teacher groups on ratings of confidence. Discussion: The findings of this study demonstrate the need for regular in-service opportunities for all teachers who support transition-aged youth with visual impairments to increase teacher confidence, as well as a stronger emphasis on transition in preservice programs. Findings of low interest in additional training suggest that more research is necessary to better understand the perceptions of teachers related to their roles in preparing youth in transition. Implications for Practitioners: This study should prompt educators to collaborate around transition for youth with visual impairments to ensure that knowledge that would improve student outcomes is shared, to encourage administrators to survey their staff members to understand which transition topics represent the most pressing need for ongoing training, and to prompt personnel preparation programs to place a stronger emphasis on transition education throughout their courses.