ERIC Number: ED429782
Record Type: RIE
Publication Date: 1999-Mar
Reference Count: N/A
Teacher Efficacy and Rural Community Transition for Adolescents with Disabilities.
In the past decade, disappointing national outcomes have been reported regarding the transition of youth with disabilities to community and work environments. The transition outlook is even more dismal for rural youth with disabilities, in light of geographic barriers to special education service delivery, lack of jobs in rural areas, and rural shortages of qualified special education personnel. In addition, rural schools must not overlook the importance of educators' personal efficacy to the success of transition programs. Educators with a strong sense of efficacy can apply the professional skills and competencies needed for goal attainment. Generic skills needed to deliver instruction in transition programs are summarized, followed by the skills needed for special education service delivery in rural areas. Addressing the professional development needs of special educators is an important part of promoting effective rural transition practices. The first step in developing a rural transition program is formation of goals and related benchmarks for their achievement. With regard to personal efficacy, productivity measures for each goal lead to concrete knowledge of performance expectations and the application of professional capacity. Drawing on information about the regional population, professional staff, students, and local resources, rural transition teams may design a range of transition options. Besides meeting varied student needs, a range of options also increases the probability of good matches between service delivery needs and professional qualifications. Contains 19 references. (SV)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888.