Introduction to the Special Issue on Personnel Preparation in Transition

Description and Evaluation of a University-Based Transition Endorsement Program

“…This is also the case for transition specialists, who typically derive their transition knowledge from in-service training, conferences, workshops, or experience (Baer, Simmons, & Flexer, 1996;McMahan & Baer, 2001;Wolfe, Boone, & Blanchett, 1998). Consequently, personnel preparation in transition has remained a primary focus of the Research Committee of the Division on Career Development and Transition (DCDT; Blalock, Kleinhammer-Tramill, Morningstar, Wehmeyer, 2003), which has developed a list of competencies for transition personnel based on "research findings on implementing transition services and their implications for promoting personnel competence and leadership" (Blalock, Kochhar-Bryant, et al, 2003, p. 207).…”

Exploring School-Employer Partnerships to Expand Career Development and Early Work Experiences for Youth With Disabilities

“…For example, secondary special educators frequently cite both the perceived paucity of employers willing to hire youth with disabilities and limited relationships with local businesses as especially prominent barriers (e.g., Luft & Rubin, 1999;Schwartz, Mactavish, & Lutfiyya, 2006;Trainor, Carter, Owens, & Swedeen, 2008;Unruh & Bullis, 2005;Wandry et al, 2008). The limited training, time, resources, and available avenues these educators have to effectively conduct job development and build relationships with employers likely contribute to these barriers (Blalock, Kleinhammer-Tramill, Morningstar, & Wehmeyer, 2003;Lubbers, Repetto, & McGorray, 2008). At the same time, employers may have limited awareness or understanding of the skills and strengths of youth with disabilities, purpose of special education transition programming and services, the available avenues for working with schools to support youth-focused career development activities, and the resources or assistance potentially available to them when they hire or work with youth (Luecking, 2003(Luecking, , 2008.…”

A Service Learning Model for Special Education Teacher Preparation in Secondary Transition Programming

“…supporting career development and transition, (c) roles of educators in secondary education, and (d) research and innovation in personnel preparation and retention in preK-16 settings (Blalock et al, 2003). Although it is difficult to fully address all transition-related skills in a teacher preparation program, allocating time to targeted transition competencies is important so that teachers have access to practices associated with successful student outcomes.…”

“…Special education teachers play an essential role in preparing secondary students with disabilities for adult life by involving them in transition-related education, such as facilitating student involvement in planning and implementing instructional goals, acquiring and applying self-determination, academic, living, social, and occupational skills across school and community environments, and selecting appropriate accommodations that maximize student potential (Blalock, Kleinhammer-Trammell, Morningstar, & Wehmeyer, 2003; Kohler & Greene, 2004). For teachers to support positive outcomes for students with disabilities, it is imperative that specific transition competencies be addressed during preservice personnel preparation.…”

“…The challenge for teacher preparation is how to address secondary transition knowledge and skills as part of teacher credentialing expectations (Flexer & Baer, 2005; Morningstar, Kim, & Clark, 2008). The Division of Career Development and Training (DCDT) recommended transition-related teacher preparation should at the very least include (a) legal and conceptual frameworks for aligning the secondary curriculum and transition services for students with disabilities, (b) evidence-based practices supporting career development and transition, (c) roles of educators in secondary education, and (d) research and innovation in personnel preparation and retention in preK–16 settings (Blalock et al, 2003). Although it is difficult to fully address all transition-related skills in a teacher preparation program, allocating time to targeted transition competencies is important so that teachers have access to practices associated with successful student outcomes.…”