Jen-Yi Li1, Diane S Bassett, Susan R Hutchinson. 1. Early Childhood and Special Needs Education, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, 637616, Singapore. jenyi.li@nie.edu.sg
Abstract
BACKGROUND: Different roles and responsibilities are required of school professionals to facilitate students' successful transition from school to post-school lives. Special educators' involvement in transition services is essential for better post-school outcomes for students with disability. METHOD: The Transition Involvement Survey with five domains was developed for the study and a total of 343 secondary special educators in the United States participated. MANOVA and post hoc discriminant analysis were used to examine group differences across the five domains. RESULTS: Special educators rated highly in their involvement in transition planning but less so in other domains. Receiving in-service training was significantly related to educators' transition involvement but receiving pre-service training was found to be only partly related. CONCLUSION: The gap between special educators' knowledge and involvement in extending transition services affects the provision of services. Recommendations from this study support stronger personnel preparation to improve this situation.
BACKGROUND: Different roles and responsibilities are required of school professionals to facilitate students' successful transition from school to post-school lives. Special educators' involvement in transition services is essential for better post-school outcomes for students with disability. METHOD: The Transition Involvement Survey with five domains was developed for the study and a total of 343 secondary special educators in the United States participated. MANOVA and post hoc discriminant analysis were used to examine group differences across the five domains. RESULTS: Special educators rated highly in their involvement in transition planning but less so in other domains. Receiving in-service training was significantly related to educators' transition involvement but receiving pre-service training was found to be only partly related. CONCLUSION: The gap between special educators' knowledge and involvement in extending transition services affects the provision of services. Recommendations from this study support stronger personnel preparation to improve this situation.