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Building Special Educator Capacity for Transition Planning : = An Action Research Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Building Special Educator Capacity for Transition Planning :/
其他題名:	An Action Research Study.
作者:	Boyle, Aimee.
面頁冊數:	1 online resource (232 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29259446click for full text (PQDT)
ISBN:	9798837525667

Building Special Educator Capacity for Transition Planning : = An Action Research Study.
Boyle, Aimee.

Building Special Educator Capacity for Transition Planning :An Action Research Study. - 1 online resource (232 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ed.D.)--University of Bridgeport, 2022.

Includes bibliographical references

At the researcher's local level, comprehensive transition planning on the part of secondary special education teachers has historically been lacking. There have been several cases that went to litigation over transition planning issues The district received a citation from the Connecticut State Department of Education for the school year 2020-2021, because the district was out of compliance for transition in the Individualized Education Plans. The purpose of this Action Research study was: 1.To determine if targeted secondary level transition professional development improved the student planning practices of secondary special education teachers in the researcher's district. The targeted professional development focused on training middle and high school special educators to embed Person-Centered Planning transition activities into their practice. 2. To determine which aspects of the professional development training have the greatest impacts on learning. Qualitative thematic coding created categories and themes. Results from the Secondary Teachers Transition Survey indicated that special education teachers felt unprepared in all of the 46 competency areas. Conclusions were that veteran and new special education teachers did not feel prepared to implement comprehensive transition planning, and were not satisfied with the level of training they had received prior to the intervention. Interview results presented an overarching theme of a lack of time to implement comprehensive transition planning activities, or to work through resources even when they were provided. Recommendations include consistent and regular professional development training in the area of transition, and access to materials online.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798837525667Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Case managerIndex Terms--Genre/Form:

542853
Electronic books.

Building Special Educator Capacity for Transition Planning : = An Action Research Study.
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