Type of Document Dissertation Author Knott, Linda D. URN etd-06062008-151040 Title Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies Degree Doctor of Education Department Administration and Supervision of Special Education Advisory Committee
Advisor Name Title Asselin, Susan B. Committee Chair Cook, Ann Marie Committee Member Cross, Lawrence H. Committee Member deFur, Sharon H. Committee Member McGrady, Harold J. Committee Member Keywords
- special education
Date of Defense 1997-05-15 Availability restricted Abstract
The current study assessed perceived s of knowledge, involvement, and importance of transition planning and service delivery among secondary special education teachers in the Commonwealth of Virginia. Relationships were also explored between these levels and years of experience teaching students with special needs, category of students taught 1 highest degree earned, and contact hours training from in-service, coursework, and conferences in transition.
A survey instrument was mailed to secondary special education teachers in the Commonwealth of Virginia. Ninety-two percent of the 236 survey recipients responded to the survey. Data from the survey included descriptive information regarding: years experience teaching students with disabilities, category taught, highest degree, and contact hours in conferences , courses, and in-services in years 1993-94, 1994-95, 1995-96. Data from the survey also included respondents' levels of knowledge, involvement, and importance of transition planning and service delivery. Survey data were analyzed to reveal differences among descriptive data and levels of knowledge, involvement, and importance.
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