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Secondary Special Education Teachers Perceptions Of The Postsecondary Transition Process
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Book Synopsis Secondary Special Education Teachers' Perceptions of the Postsecondary Transition Process by : Christine M. Campbell
Download or read book Secondary Special Education Teachers' Perceptions of the Postsecondary Transition Process written by Christine M. Campbell and published by . This book was released on 2020 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to examine the perceptions of school district high school special educators on the practices and services used in preparing students with disabilities for postsecondary institutions in Pennsylvania. Specifically, this study focused on the purpose of a transition plan, the most effective components of a transition plan, and the impact of an educators' preparation had on the fulfillment of the transition planning process. The researcher studied the results of 28 secondary special education teacher participants from six school districts in Pennsylvania. Participants were provided with an online survey comprised of Likert-scale and open-ended response questions. Additional feedback was elicited through individual interviews. The survey and interview questions were designed to elicit participant perceptions regarding the purpose and components of a transition plan and the participants' preparation on the transition process. the focus of this study. The findings of this study showed that secondary special education teachers had an understanding of the purpose of a transition plan consistent with federal regulations. Special education teachers believed that the individual students were key contributors and components to the development of an effective transition plan. The transition goals included within a plan were identified as essential to the planning process. Preservice preparation received by special education teachers was perceived as inadequate in relation to the fulfillment of the transition planning process. Special education teachers expressed the need to improve current training practices related to transition planning. These findings concurred with previous research and offer the need for further research related to the transition services provided to students with disabilities pursuing postsecondary opportunities.
Book Synopsis Transition Competencies by : Tonisha L. Johnson
Download or read book Transition Competencies written by Tonisha L. Johnson and published by . This book was released on 2014 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Millions of high school students are receiving special education services from teachers who may be inconsistently performing competencies during transition planning that leads to sustainable, postsecondary success. Secondary special education teachers' frequency of performance of transition competencies during transition service delivery are essential to fulfilling their duties and responsibilities towards effectively implementing the Individualized Education Program of students with disabilities. The purpose of this descriptive study is to examine the correlation among secondary special education teachers' perceptions of their transition competencies' frequency of performance, during annual transition services. This study employed a quantitative methods approach involving an adapted version of the Secondary Teachers Transition Survey to examine the association or relationships among the variables. This study's participants consisted of 80 purposefully selected, secondary (high school) special education teachers of students with high incidence disabilities, receiving special education services within an urban, north Georgia school district. The data analyses revealed significant relationships among teachers' perceptions of their frequency of performance across the transition domains. Additionally, the findings revealed a difference between teachers' reported levels of self-efficacy and their frequency of performance of transition competencies across the domains. The findings of this study were anticipated to have a manifold impact on transition competencies acquisition, frequency of performance and, evaluation resulting in improved quality in the provision of transition planning services, an aspect of the provision of special education services. This study serves as a fundamental decision-making component in PERCEPTIONS OF TRANSITION COMPETENCIES 4 the systems-change process within the special education leadership framework and adds to the body of empirical research to inform the practice of special education teachers' preparation to positively affect teachers' perceptions of their own selfefficacy as transition planning facilitator. As well, this study serves as a reference for professional development offerings regarding transition competencies across the local, state and federal educational arenas towards improving the quality of life outcomes for students with disabilities, as they transition into postsecondary educational, competitive employment, independent living, and preferred leisure/ social settings as young adults.
Book Synopsis Secondary Special Education Teachers' Perceptions of Their Roles in the Transition Process by : Brenda Ann Heinz Rostad
Download or read book Secondary Special Education Teachers' Perceptions of Their Roles in the Transition Process written by Brenda Ann Heinz Rostad and published by . This book was released on 1993 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Transition to Postsecondary Education for Students With Disabilities by : Carol Kochhar-Bryant
Download or read book Transition to Postsecondary Education for Students With Disabilities written by Carol Kochhar-Bryant and published by Corwin Press. This book was released on 2009 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: "As mandated by federal law, schools must assist students with disabilities in developing appropriate goals and transition plans for life after high school. Written for teachers and student assistance professionals, this comprehensive and practical book focuses on how the planning process can prepare students for the greater independence of postsecondary settings. Recognizing that students with disabilities have a wide range of needs, this resource discusses the transition requirements of various postsecondary options, including colleges, universities, career and technical training programs, and employment. Developed by highly regarded experts, this authoritative guide includes: the most up-to-date information on key legislation that affects transition services and the rights and responsibilities of students and professionals; advice for helping students document disabilities, develop self-advocacy skills, and seek accommodations; information about postsecondary resources on campus and in the community; students' personal stories and a look at the role of family involvement. An overview of transition considerations for middle school youth."--Publisher's website.
Book Synopsis Collaboration During Post-secondary Transition Planning for Students in Special Education by : Jami R. Davis
Download or read book Collaboration During Post-secondary Transition Planning for Students in Special Education written by Jami R. Davis and published by . This book was released on 2005 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Secondary Transition Program Interventions on Students with Specific Learning Disabilities Preparing for Higher Education by : Kelly Marie Walsh
Download or read book The Effects of Secondary Transition Program Interventions on Students with Specific Learning Disabilities Preparing for Higher Education written by Kelly Marie Walsh and published by . This book was released on 2013 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the perceptions of secondary special education teachers and postsecondary disability coordinators regarding the academic and functional strengths or weaknesses of transition program interventions for students with specific learning disabilities preparing for higher education and during the first year in higher education. Fourteen secondary special education teachers and twelve postsecondary disability coordinators participated in a researcher-constructed survey and researcher-designed interview questions. Secondary special education teachers believed that the transition program interventions prepared students with specific learning disabilities for the demands of higher education. Strengths of students with specific learning disabilities who received transition program interventions included: postsecondary goal development, career choices, curriculum selection, strength and weakness identification, interpersonal skills, and self-management. Weaknesses of students with specific learning disabilities who received transition program interventions included: self-determination skills and knowledge of documentation. Postsecondary disability coordinators did not believe that secondary transition program interventions were preparing students with specific learning disabilities for higher education. Strengths of students with specific learning disabilities who received transition program interventions included: postsecondary goal development, study and learning strategies, career choices, strength and weakness identification, utilization of postsecondary services, and self-disclosure. Weaknesses of students with specific learning disabilities who received transition program interventions included: knowledge of legal differences and linkage to postsecondary accommodations.
Book Synopsis Transition Planning for Secondary Students with Disabilities by : Robert W. Flexer
Download or read book Transition Planning for Secondary Students with Disabilities written by Robert W. Flexer and published by Prentice Hall. This book was released on 2008 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: For Transition, Secondary Special Education and Career Education/Vocational Transition courses at the undergraduate and graduate level. A comprehensive, yet practical, text for diverse courses that contribute to the transition process, Transition Planning for Secondary Students with Disabilities, Third Edition, describes the varied transition needs of students with disabilities and the myriad options and career paths potentially available. The authors' approach to transition is treated in a generalized way by cross-categorical, practical, and real transition examples. Redesigned to focus more directly on supporting teachers and professionals in developing and implementing transition activities, the revision remains comprehensive and provides broad coverage of transition content, ranging from the legislative-policy base to specific transition activities. More so than in previous editions, the third edition content reflects transition issues confronted at the high school level, problem-solving strategies, and updated content that reflects the IDEA. transition that presents themes to organize each chapter, connecting content across chapters and topics, derived from the IDEA legislation. The resulting integration of policy and practice systematically builds the reader's understanding and provides guidelines for daily transition activities. Outcomes of transition services, across various middle school, secondary, and postsecondary programs are viewed in the book from the perspective of post-school outcomes and quality of life. The combined process and outcome analysis will help the reader determine whether transition programs are doing things right, and if they are doing the right things.
Book Synopsis The Impact of Special Education Transition Services on the Post-secondary Education Preparedness of Students with Emotional Disturbance by : Cyrhonda Denise Hill-Shavers
Download or read book The Impact of Special Education Transition Services on the Post-secondary Education Preparedness of Students with Emotional Disturbance written by Cyrhonda Denise Hill-Shavers and published by . This book was released on 2013 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the post-secondary special education transition planning experiences of currently enrolled college students with emotional disturbance (ED). In addition to exploring students' perceptions of their experiences, understanding, through the narrative analysis of semi-structured interviews, the role special education transition planning played in their perceived level of post-secondary education preparedness upon high school graduation was sought. The research revealed students with ED are most likely to participate in career-based special education post-secondary transition planning. In addition four overarching themes were revealed which included defined by my disability, invisibility, employment vs. post-secondary education, and college bound. It was concluded that special education post-secondary transition planning did not adequately prepare the students with ED for post-secondary education participation. It also revealed participation in special education negatively impacted the students' sense of school belonging. The limitations of this study include the use of a convenience sample and self-report measures. This research adds to the growing body of knowledge related to special education transition planning for students with ED. This study may compel educators and policy makers to review and revise policies and practices that are discriminatory against students with disabilities, especially those identified with ED.
Book Synopsis Transition to Adulthood by Young Adults in Special Education by : Roneka Watkins Muhammed
Download or read book Transition to Adulthood by Young Adults in Special Education written by Roneka Watkins Muhammed and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Disabled young people transitioning to adulthood are more likely experience chronic poverty, serial unemployment, poor lifespan health outcomes and endure lifetime dependence on social welfare. Over 500,000 children with special health care needs and learning disabilities transition to adulthood each year in the United States. 300,000 of the 1,000,000 disabled children in California, age 13 to 22, were registered as students in public schools in 2015. Special education teachers and School Nurses are intermediaries at the intersection between healthcare and education systems, both affecting the lifespan outcomes of this population. This cross-sectional, descriptive study sought to answer the research question: What are Special Education teachers’ perceptions about transitions to adulthood for special health and learning disabled students and what are their perceptions of the school nurse role in transition planning? A semi-structured interview tool was developed to collect data by in-person, audio recorded interviews from seven certified Special Education teachers with combined teaching experience of 157 years. The aim of this study was to explore Special Educators’ perceptions of barriers to successful post-school outcomes persistently experienced by transition-aged students and how school nurses impact this transition. Literature supported finding of teachers having a greater appreciation for school nurses for their knowledge as a clinical resource, than for the nurses’ clinical skills. Literature also supported results that teachers perceive School Nurses as outsiders unless presented in milieus as student advocates or in a central role providing school healthcare access for medically fragile students. Teachers did not recognize school nurses as necessary members of the students’ Individual Education Plan (IEP) nor transition team. The practice model suitable to address the five identified barrier themes developed from the study data analysis is The Whole School, Whole Community, Whole Child (WSCC) model developed by the Center for Disease Control. This model provisions targeted efforts to strengthen sustainable health, education, community agency and organization partnerships with supportive design of a coordinated comprehensive approach to improve educational attainment, improve healthy development and better prepare the students for life. The opportunity for the school nurse to expand their role as community liaisons utilizing the WSCC model is in line with the 2010 Institute of Medicine recommendation for nurses to “practice to the full extent of their education.” School Nurses can lead change and advance student health to improve post-school outcomes by initiating innovative transformation of the IEP transition plan to reflect WSCC components. Three study findings are actionable: Day Program Curriculum; Advocacy Utilization Support; Professional Development. Improvement of Day Program reform is the current work of the federally mandated audit teams of the California state Department of Rehabilitation. The WSCC enhances the effectiveness broadly used education models and supports succinct, whole-school, student focused transition planning initiatives that include school nurse consultation and input. Other vital WSCC components, professional development and team empowerment promote augmentation of education administrators’ knowledge of special education legislation and community support matrix resources, better equipping them to support teachers on the front lines, thereby improving parental and student support.
Book Synopsis A Study of Student Experiences in the Secondary Transition Program Through Student, Parent, and Teacher Perceptions by : Kelley M. Sells
Download or read book A Study of Student Experiences in the Secondary Transition Program Through Student, Parent, and Teacher Perceptions written by Kelley M. Sells and published by . This book was released on 2021 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine and analyze the perceptions of students with mild-moderate disabilities, teachers, and parents regarding the students' experiences related to their secondary transition plan. More specifically, the qualitative single-case study sought to identify areas of alignment and divergence of these three key members' perspectives since experiences and perceptions are unique to an individual based on the context and individual's perspective of the event. These findings suggested that the district showed experiences of valuable student presence and input in their IEP meetings and trusting supportive student-teacher relationships. The study also revealed that significant barriers to student-centered and relevant experiences and opportunities exist. Ongoing challenges experienced and perceived by students, teachers, and parents were limited planning time with the student, inconsistent student opportunities and experiences, student's and parent's limited understanding of IEP/transition- specifically that the sole means of an IEP is a means to pass courses and graduate, limited student voice in general education, and limited parental knowledge of student's experiences related to planning and implementation. This research hopes to provide information that will enable school district officials to understand the students' needs better and make informed decisions in adjusting the secondary transition program to meet those individualized student needs and improve post-secondary outcomes.
Book Synopsis Transition Planning for Students with Disabilities by : Jeffrey P. Bakken
Download or read book Transition Planning for Students with Disabilities written by Jeffrey P. Bakken and published by Charles C Thomas Publisher. This book was released on 2008 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need for transition services for students with exceptionalities is apparent and critical for their success after high school. It is essential for school professionals, parents, and students to work collaboratively and consultively to determine each student's future goals and develop an effective plan to meet those goals successively. This book, therefore, focuses on all aspects of that transition planning from school to postschool levels. The text provides the reader with a foundation of transition services and a historical overview of models and practices and offers a critical look at transition with students from culturally and ethnically diverse backgrounds. In addition, it presents an in-depth look at assistive technology to assist students in fully participating in the planning for their future and also describes the process for planning and the importance of family collaboration. It offers an extensive discussion of career development and the importance of work experiences and also reviews key social skills and leisure options. Finally, the text looks at independent living options and reviews available successful postsecondary education programs. The format of the book is unique and the text is written in a style that all readers can comprehend and understand; the information can be easily applied to classroom and transition programs. This book will be an excellent resource for researchers, scholars, educators, and service providers and will serve as either a required or supplementary text for undergraduate and graduate transition courses in special education.
Book Synopsis Transition Planning and Continuing Education for Students with Intellectual Disabilities by : Sarah Elizabeth Roller
Download or read book Transition Planning and Continuing Education for Students with Intellectual Disabilities written by Sarah Elizabeth Roller and published by . This book was released on 2016 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to research the perspectives, perceptions, and knowledge base that teachers and support personnel had regarding how well the transition planning process prepared high school students with Intellectual Disabilities (ID) for life after secondary education and their views on continuing education for these students. Despite the development of programs specifically for students with ID, there still exists a lack of knowledge and resources available to school districts and families that are looking to send these students to a continuing education program at the conclusion of the student's high school career. In addition, the literature review shows that current transition activities and procedures often leave students unprepared for life after high school. This mixed methods study sought to gain information on educator perspectives on the special education transition planning process that students with disabilities experience during their high school education and their perceptions of continuing education for students with ID. Data was collected through an online survey tool and through focus groups. One population was included in this study, which included the special education teachers and support personnel of high school students with ID from six local school districts within South Central Pennsylvania. Descriptive statistics were used to analyze the survey data first, followed by a comparison of means and ANOVA tests. Further, Cronbach's coefficient alpha was used to determine reliability and validity of the survey tool. The qualitative data was analyzed with thematic coding and was used to support the quantitative data. The statistical results attained in this study did not result in any substantial significance. However, the qualitative data collected allowed for deeper insight into why the educators responded how they did on the survey and provided more robust answers for research questions (1) and (2). As the data were reviewed, it proved that the awareness of the programs and the understanding of the transition planning process have yet to become common knowledge among all of the participants. This issue led to the development of six recommendations for future practice within school districts to help educators disseminate information and to help students and their families receive information on the secondary transition process and post-secondary options available.
Book Synopsis Administrators' and Teachers' Perceptions of the Effectiveness of Transition Programs for Students with Disabilities by : Anthony J. Serafini
Download or read book Administrators' and Teachers' Perceptions of the Effectiveness of Transition Programs for Students with Disabilities written by Anthony J. Serafini and published by . This book was released on 2018 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the perceptions of practicing high-school educators and administrators pertaining to the challenges associated with transition and the factors considered to be most effective in the transition process. Perceptual data were collected from 30 teachers and administrators working across five central Pennsylvania school districts through an online survey and in-depth interviews. An analysis was performed to determine notable similarities and differences across participants' perceptions. This study revealed that both teachers and administrators had similar perceptions in terms of effective transition practices, citing 16 specific areas of transition as having some level of importance. Respondents most strongly agreed that the availability of the high-school transition program would have greatest potential to impact the transition process. Furthermore, professionals taking part in the study indicated that (a) difficulty securing community-based work assignments, (b) educating parents, (c) accessing transportation, (d) competition from other schools, (e) difficulty designing programming and postsecondary goals for students with the most significant disabilities, and (f) access to appropriate coursework, were amongst the greatest challenges or barriers to the transition process.
Book Synopsis What Every Teacher Should Know about Transition and IDEA 2004 by : Carol A. Kochhar-Bryant
Download or read book What Every Teacher Should Know about Transition and IDEA 2004 written by Carol A. Kochhar-Bryant and published by Allyn & Bacon. This book was released on 2007 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Open this incredibly rich new series and discover practical information and essential strategies to begin a successful teaching career. Choose which important topic you want to cover in greater detail, and Allyn and Bacon will package it with any of our textbooks at a discount.
Book Synopsis Secondary Mild/moderate Educational Specialist Involvement in Transition Planning for Students with Individual Education Plans by : Ashley Rebekah Latimer
Download or read book Secondary Mild/moderate Educational Specialist Involvement in Transition Planning for Students with Individual Education Plans written by Ashley Rebekah Latimer and published by . This book was released on 2013 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: IDEA 2004 mandates a transition plan be part of students with disabilities' Individual Education Plan (IEP) from the age of 14 through the time they leave their secondary education [IDEA 2004, §300.320 (b)]. Despite the letter of the law and transition plans being implemented, the post secondary outcomes for students with mild to moderate disabilities continue to be dismal in comparison to their general education peers (National Center for Educational Statistics [NCES], 2003). Many special education teachers at the secondary level have little to no training in the complex and critical process of planning and implementing the transition piece of the IEP (Test, 2009). The purpose of this study was to determine the level of training and involvement of secondary special education teachers in the Elk Grove Unified School District in five identified components of the Transition planning process for students with mild to moderate disabilities with an Individual Education Plan. The secondary purpose of the study was to determine what effect, if any, these teachers' pre-service and in-service training had on their level of involvement in each category. A 35-item questionnaire regarding Transition Involvement and Competency was distributed to all members of the target sample. The questionnaire rated secondary special educators' levels of involvement in five identified components of a transition plan and asked respondents questions about their pre-service and in-service training regarding the five components. The results of the survey suggested secondary special education teachers are most involved in the transition planning components in which they have received the most training and least involved in those who had received little to no training. District Special Education Administrators should consider creating in-service opportunities for their secondary special educators based upon the identified components in which pre and/or in-service training was lacking. The in-service should include a handbook/guide in conjunction with the areas where competency is lacking to be used as a resource and reference. Future research should be conducted to see if the trends and correlations shown in this study have further implications with a broader sample population of secondary special educators and determine if this study's findings can be generalized.
Book Synopsis Building Asset-Based Transitions to Postsecondary Education with Multilingual Students with Disabilities by : Audrey A. Trainor
Download or read book Building Asset-Based Transitions to Postsecondary Education with Multilingual Students with Disabilities written by Audrey A. Trainor and published by Taylor & Francis. This book was released on 2024-09-30 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services. It aims to improve our understanding of, and thus the supportive service provisions for, the dually identified student population in secondary and higher education settings. The book explores dually identified students’ complex and intersectional experiences, strengths, and needs using multiple methods of inquiry, including the examination of educational transition-focused policies and practices, a comprehensive review of research results, case studies, and comparative analysis of key stakeholder perspectives for this student population. With a focus on equitable, culturally sustaining transition research and practice, the book informs graduate students, researchers, and teacher educators about how to mitigate the effects of historical marginalization, increasing our collective understanding of intersectional experiences and how they shape young adults’ choices as they leave high school and move into young adulthood.
Book Synopsis A Qualitative Investigation of Secondary General Education Teachers' Perspectives on Their Involvement in Transition Services by : Stephen M. Kwiatek
Download or read book A Qualitative Investigation of Secondary General Education Teachers' Perspectives on Their Involvement in Transition Services written by Stephen M. Kwiatek and published by . This book was released on 2017 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exploratory qualitative study was designed to examine the perspectives of secondary general education teachers' involvement within the transition for all youth, including youth with disabilities. Youth with disabilities continue to find less success than peers without disabilities during postsecondary life. Research has examined special education teachers and transition professionals' roles within the transition process, but limited research has been conducted relating to general education teachers' roles. Qualitative data obtained through semi-structured interviews indicate the opportunity for more substantive involvement in transition planning for all students, including those with disabilities. Overall findings suggest that general educators have desired student outcomes for all students, develop relationships with students, expose students to postsecondary options and help them set goals, facilitate opportunities for students to develop needed skills for adult life, participate in IEP meetings, and communicate and collaborate. Implications for future research include special educators providing general education teachers with information and opportunities to engage in the transition process.
