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ABSTRACT
Legislation has mandated that secondary schools provide services for students with disabilities that prepare them for independent living, employment, and/or post-secondary education (IDEA, 2004). This study examined the perceptions of special education directors, assistant directors/program coordinators, and secondary special education teachers concerning the current knowledge, usage, and effectiveness of evidenced-based transition predictors in Indiana and their impact on post-school outcomes. The results indicate that there is agreement among the respondents of the knowledge, utilization, and effectiveness of the 16 transition predictors. However, programs of study, inter-agency collaboration, paid employment/work experiences, and work study programs were identified as a concern. Recommendations to improve transition practice and additional research are made for future success.
Additional information
Notes on contributors
Nikki S. Sprunger
Nikki S. Sprunger has over 30 years experience in education. She currently serves as the special education director in a large urban school district in the Midwest. Her research interests include secondary transition and multicultural education.
Michael W. Harvey
Michael W. Harvey is a professor of education in the Workforce Education and Development Program at Penn State. His research interests include school leadership with a focus on career and technical education, secondary transition, and post school outcomes.
Marilynn M. Quick
Marilynn Marks Quick is an Associate Professor and Assistant Chairperson, Department of Educational Leadership, at Ball State University. Her research interests are teacher evaluation, school improvement, and leadership development.