Abstract
Knowledge, skills, and competencies in transition planning are essential components of preparation programs for special and general educators. This study investigated teacher preparation, implementation of transition services, and perceived gaps in transition service delivery. Candidates in five special education preparation programs completed presemester and postsemester surveys to determine (a) the transition-related knowledge, skills, and competencies that candidates believe they are taught, (b) the transition competency level candidates believe they have, (c) facilitators and barriers to implementing transition practices, and (d) attitudes and perceptions about transition services and the candidates' related preparation. Results indicated that few candidates received any instruction in transition services prior to taking dedicated transition-related coursework. Candidates were not confident about their knowledge and skills in assessment, accountability, postschool outcomes, and student-focused planning and assessment.
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