Date of Award
5-4-1994
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Ruth L. Meese, Ph.D.
Second Advisor
Patricia R. Whitefield, Ph.D.
Third Advisor
Timothy Landrum, Ph.D.
Abstract
A study was conducted in five counties in rural Southside Virginia regarding transitioning skills in students with learning disabilities. The sample consisted of 37 teachers of students with learning disabilities in grades four through eight. The primary purpose of the study was to examine the instructional time spent per week teaching transitioning skills. Transitioning skills were defined as skills directly related to independent, adult living. Results indicated that while the majority of the teachers taught transitioning skills to their students with learning disabilities, less than half had received instruction on how to teach these skills. Less than one third of the sample agreed that their county provides teacher inservices on how to teach transitioning skills. Fifty-one percent of the teachers surveyed agreed that preparation for career education begins in childhood, and 43% strongly agreed. Yet, only 32% felt their school emphasizes teaching transitioning skills. Findings from this study should not, however, be generalized to other populations.
Recommended Citation
Anderson, Gayle W., "Transitioning Skills in Students with Learning Disabilities" (1994). Theses & Honors Papers. 301.
https://digitalcommons.longwood.edu/etd/301
Included in
Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons
