Title page for ETD etd-06062008-151040


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
  • knowledge
  • secondary
  • competencies
  • special education
  • transition
  • involvement
  • importance
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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