Regular and special educators' perceptions of transition competencies

Pamela S. Wolfe, Rosalie S. Boone, Wanda J. Blanchett

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

We conducted a survey to examine the (a) perceived importance of 30 transition-related teacher competencies as rated by regular educators and (b) nature of their preparation for tranition programming for students with disabilities. A total of 39 ompleted surveys (72%) were returned from regular educators in ennsylvania. We compared these results with similar data collected from another group of special educators to ascertain the degree of correspondence in transition competency ratings and training between regular and special educators. Results indicated that while the majority of educators had received some inservice training on transition, there were a number of competency areas in which the majority of regular educators received no training. Regular and special educators differentially rated the importance of six teacher competency areas. We discuss the meaning of these results for practice and service delivery.

Original languageEnglish (US)
Pages (from-to)87-106
Number of pages20
JournalCareer Development for Exceptional Individuals
Volume21
Issue number1
DOIs
StatePublished - Dec 1 1998

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educator
teacher
Competency
programming
disability
rating
Group
student
Service delivery
Preparation
Rating
Programming

All Science Journal Classification (ASJC) codes

  • Education
  • Organizational Behavior and Human Resource Management

Cite this

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Regular and special educators' perceptions of transition competencies. / Wolfe, Pamela S.; Boone, Rosalie S.; Blanchett, Wanda J.

In: Career Development for Exceptional Individuals, Vol. 21, No. 1, 01.12.1998, p. 87-106.

Research output: Contribution to journalArticle

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