ERIC Number: ED342543
Record Type: RIE
Publication Date: 1991-Mar-19
Reference Count: 0
State Directors of Special Education Transition Programs: State Definitions, and Real and Ideal Teacher Competencies.
Beard, John; And Others
This study surveys states' mandates, definitions, and components of transition programs that assist disabled students in successfully moving to the community environment. Among the 60 state-level directors of special education surveyed, 34 state and 4 territorial directors responded to the questionnaire comprised of 8 questions, and nominated 230 exemplary transition programs for further study. Most respondents reported that at least half of their school districts had transition programs. When asked about rural districts specifically, more than half of the respondents reported that only 30 percent of rural districts had transition programs. The most identifiable components of a transition program included: (1) interagency cooperative planning; (2) community integration; (3) on-the-job training; (4) vocational rehabilitation counseling; and (5) parental involvement. Although the type of client varied, the educable mentally handicapped were the most likely clients in transition programs. Many desired competencies for special educators working in transition programs were not usually required. These desired competencies should be integrated into training programs. All students in special education classes need access to transition programs. Even when there are transition programs, teachers are not fully competent to conduct appropriate transition activities without further training. Tables presenting results of the survey are included. The appendix includes the questionnaire sent to the program directors of the nominated transition programs. (LP)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: In: Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473.