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ERIC Number: EJ789107
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: Author
Reference Count: 30
ISSN: ISSN-0888-4064
Perceived Personnel Development Needs of Postsecondary Disabilities Services Professionals
Dukes, Lyman L., III; Shaw, Stan F.
Teacher Education and Special Education, v27 n2 p134-146 Spr 2004
Students with disabilities have begun to make significant strides with regard to the fulfillment of traditional adult roles. Though not perfect, transition planning has improved the outcomes for students with disabilities who enter college and matriculate. However, many barriers still exist for students with disabilities who have a desire to continue their education following high school. There has been a significant increase in the supports available for students with disabilities at the postsecondary level, but these services are rarely appropriately planned or validated as effective. An important step toward well-planned and empirically validated services is the appropriate professional preparation of the staff who oversee services for students with disabilities at colleges and universities. In fact, the President's Commission on Excellence in Education has recommended that all relevant postsecondary level personnel be provided supports that will allow greater numbers of students with disabilities to successfully complete a postsecondary education. This manuscript describes postsecondary disability service providers and the supports their offices need to offer. It reviews the evidence that training is necessary and recommends methods for improving personnel preparation. (Contains 2 tables and 1 figure.)
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Sequential Tests of Educational Progress