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ERIC Number: ED429783
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Perceived Roles and Competencies Involved in the Transition Planning Process: A Comparison of Rural and Non-Rural Areas.
Nolan, Joe
A survey examined the perceived roles and competencies of school personnel and parents involved in the transition planning process for special education students, and compared these perceptions in rural and nonrural areas. The study took place in two parts: first, a field study validated the questions in the survey instrument; second, the survey instrument was administered to 112 parents and education professionals in rural and nonrural Texas school districts. Examination of the perceptions of parents and professionals regarding their responsibilities during the transition process found that role confusion existed, thus hindering effective transition planning. No differences were found between rural and nonrural districts for perceptions of transition responsibilities or for extent of transition training provided to personnel. Although parents were highly aware of their responsibilities, education professionals had a different view of what those parental responsibilities were. Only administrators reported that they were adequately trained to fulfill their role in the transition process. Implications for delivery of transition services are discussed. Contains 18 references. (CDS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas