The recent focus on transition from school to working
life has created a growing concern in Oregon about teachers
with elementary certification as their initial certification
who earn a special education certificate and teach students
with disabilities in secondary settings. Thus, the purpose
of this study was to investigate the relationship among initial
certifications (elementary, secondary, and K-12), where
Oregon high school special education teachers received the
major part of their transition skills training, and their
self-perceived needs for further transition skills training.
The population for the study consisted of 213 secondary
special education teachers of students with mild disabilities
from throughout Oregon.
The instrument was a survey-type questionnaire that included
14 transition skill competencies for teachers. Subjects
were first asked where they received the major part of their
training in each of the transition competency skills. Next,
they were asked to rate their self-perceived needs for further
training in each of the transition skills. The instrument design
was validated through a Delphi procedure. Data were collected
during the spring of 1987 and the fall of 1988.
No significant statistical relationships were found between
initial certification and where teachers received the major part
of their transition skills training, or their self-perceived
needs for further training. However, three major implications
became apparent from the data. First, decisions regarding
coursework could be examined at the preservice level. Next,
opportunities for preservice teachers to participate in team
decision-making activities should be examined. Lastly, personnel
inservice preparation programs at the district level should
be examined to ensure that transition skill competencies for
teachers are included.
Recommendations included follow-up studies to find out
if the size of school, type and level of endorsement, major
and minor fields of study and years of teaching may have an
effect on transition skills training of secondary teachers. / Graduation date: 1992
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/36331 |
| Date | 23 July 1991 |
| Creators | Cote, Dorence J. |
| Contributors | Young, Bonnie Jean |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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