Teacher Training Matters: The Results of a Multistate Survey of Secondary Special Educators Regarding Transition From School to Adulthood
Source: Teacher Education and Special Education, 36(1), 51-64, February 2013.
The present study examined critical features of secondary special educator’s experiences with transition professional development to predict variables most likely to influence performance of transition planning and services.
Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation.
The results confirm that training matters if special educators are to implement transition interventions and services.
Professionals with formal transition coursework and high rates of professional development were more likely to implement transition practices.