The summary of the data was presented in five major divisions: 1. The summary of the background data. 2. The summary and conclusions of the extent of the turnover. 3. The summary and conclusions on the location on the turnover. 4. The summary and conclusions of the effect of marital status and sex on the turnover. 5. The summary and conclusions of financial, administrative, teaching experience and certification, health and normal advancement, and miscellaneous other reasons for the turnover. In summarizing the data and drawing the conclusions the writer adhered to two considerations: (1) The questions of the problem should be clearly answered from the data analyzed. (2) The summary and conclusions should reveal clearly to others the result of methods and questions used in this study, which might prove beneficial in future studies of this kind. / Master of Science

M.S.

This study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished. Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions. Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team. Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services. / Ed. D.