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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