Evaluating a Transition Personnel Preparation Program: Identifying Transition Competencies of Practitioners

2008 ◽  
Vol 31 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Mary E. Morningstar ◽  
Kyeong-Hwa Kim ◽  
Gary M. Clark
Keyword(s):  
Personnel Preparation ◽  
Preparation Program ◽  
Transition Competencies

Examining the quality of a personnel preparation program in EI/ECSE through systematic syllabi review

2019 ◽  
Vol 41 (1) ◽  
pp. 29-50
Author(s):  
Heather Megan Coleman ◽  
Taryn Goodwin Traylor ◽  
Liping You ◽  
Yaoying Xu
Keyword(s):  
Personnel Preparation ◽  
Preparation Program

Visually Impaired Personnel Preparation Program: A Collaborative Distance Education Model

2002 ◽  
Vol 96 (4) ◽  
pp. 233-244 ◽  
Author(s):  
Nora Griffin-Shirley ◽  
Pam Almon ◽  
Pat Kelley
Keyword(s):  
Distance Education ◽  
Visually Impaired ◽  
Online Courses ◽  
Interactive Television ◽  
Visual Impairments ◽  
Personnel Preparation ◽  
Preparation Program ◽  
University Campuses ◽  
Course Work ◽  
Education Model

In 1998, the Visually Impaired Personnel Preparation Program was established in Texas to train 100 teachers of students with visual impairments and 50 orientation and mobility specialists within three years. By May 2000, 194 students had enrolled in this program. The course work was delivered at outreach sites and through online courses, interactive television, and on university campuses.

On a Distinction, between the Education of the Severely and Profoundly Handicapped and a Doctrine of Limitations

1979 ◽  
Vol 45 (8) ◽  
pp. 604-616 ◽  
Author(s):  
Ed Sontag ◽  
Nick Certo ◽  
James E. Button
Keyword(s):  
Public School ◽  
Least Restrictive Environment ◽  
Educational Services ◽  
Personnel Preparation ◽  
Community Settings ◽  
Personnel Training ◽  
Preparation Program ◽  
School And Community ◽  
Restrictive Environment

The authors respond to Burton and Hirshoren's position regarding the three areas of the education of the severely and profoundly retarded: (a) anticipated levels of learning, (b) personnel training, and (c) locus of educational services. Alternative positions in each of these three areas in relation to the severely and profoundly handicapped are presented that emphasize expanding learning parameters, the necessity for a rigorous personnel preparation program, and integrated public school and community settings as the standard for the least restrictive environment.

Faculty Perceptions of Transition Personnel Preparation in Saudi Arabia

2015 ◽  
Vol 40 (2) ◽  
pp. 104-112 ◽  
Author(s):  
Bandar A. Alhossan ◽  
Audrey A. Trainor
Keyword(s):  
Special Education ◽  
Saudi Arabia ◽  
Faculty Perceptions ◽  
Faculty Members ◽  
Future Research ◽  
Personnel Preparation ◽  
Preparation Programs ◽  
Test Analysis ◽  
Web Based ◽  
Transition Competencies

This study investigated to what extent faculty members include and value transition curricula in special education preparation programs in Saudi Arabia. A web-based survey was conducted and sent to special education professors across 20 universities. Descriptive statistics and a t-test analysis generated three main findings: (a) Institutions covered transition by adding specialized courses and/or through infusing of transition content in other courses, (b) institutions covered all 29 transition competencies at varying rates, and (c) both male and female faculty members placed high value on teaching their students in the principles of transition education and services. Implications and recommendations for future research were discussed.

Identifying Transition Teacher Competencies Through Literature Review and Surveys of Experts and Practitioners

2013 ◽  
Vol 37 (3) ◽  
pp. 149-160 ◽  
Author(s):  
Robert L. Morgan ◽  
Catherine A. Callow-Heusser ◽  
Erin L. Horrocks ◽  
Audrey N. Hoffmann ◽  
Scott Kupferman
Keyword(s):  
Literature Review ◽  
Curriculum Development ◽  
Severe Disabilities ◽  
Personnel Preparation ◽  
Teacher Competencies ◽  
Preparation Program ◽  
Transition Age ◽  
Knowledge And Skills ◽  
Electronic Survey ◽  
Rate Importance

We first conducted a synthesis of literature to identify essential transition teacher competencies to guide curriculum development for a personnel preparation program. The synthesis yielded a list of 67 competencies needed by transition teachers. Using the 67 competencies, we next created an electronic survey in which respondents were asked to rate importance of transition teacher competencies. The survey was administered to two groups: national experts and transition practitioners. Expert respondents were 52 individuals. Practitioner respondents were 231 teachers, specialists, or coordinators from five states. Results indicated substantial similarities in ratings across all respondents irrespective of sample membership or service to transition-age individuals with mild/moderate or severe disabilities. Findings are discussed in regard to personnel preparation and targeted knowledge and skills.

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