Special and Vocational Education Teachers' Perceptions of Responsibility for Implementing Transition Objectives

Author

Cindy Marie Driver, Longwood University

Date of Award

5-3-1995

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Patricia R. Whitfield, Ph.D.

Second Advisor

Rachel Mathews, Ed.D.

Third Advisor

David M. Carkenord, Ph.D.

Abstract

Subjects from eight school districts in Central Virginia were surveyed. The sample included 73 secondary- school (grades 9 - 12) vocational education teachers from general academic public schools and 46 secondary {9 - 12 grades) special education teachers from public schools.

T-tests revealed significant differences in attitudes toward transition between the two groups. Special education teachers displayed significantly more awareness of transition goals, involvement in implementing these goals and increased communication about transition goals. Vocational education teachers indicated that they should attend the IEP meeting and have involvement in writing transition goals, but that they generally are not involved in either.

Transition training significantly influenced teachers' views . Teachers with previous training in transition indicated significantly more awareness of the IEP goals, more involvement in writing the goals and more communication with other professionals about students' transition goals.

Recommended Citation

Driver, Cindy Marie, "Special and Vocational Education Teachers' Perceptions of Responsibility for Implementing Transition Objectives" (1995). Theses & Honors Papers. 273.
https://digitalcommons.longwood.edu/etd/273