Policy Contexts for Transition Personnel Preparation: An Analysis of Transition-Related Credentials, Standards, and Course Requirements in State Certification and Licensure Policies

Abstract

This article provides a state-by-state analysis of state certification/licensure policies regarding transition. Twelve states were found to have licensure, certification, or endorsement options for Transition Specialists, Vocational Special Needs, Vocational Education, or Rehabilitation Counselors focusing on special education transition. Twenty-four states have transition-relevant standards for one or more of the areas in which special education credentials are available, and 14 states specify coursework requirements in transition for one or more of the areas in which special education credentials are available. Some states require teachers of students with disabilities to meet transition-relevant standards for some special education areas (e.g., high incidence disabilities) but not for others (e.g., low incidence or sensory disabilities).

Status of Credentialing Structures Related to Secondary Transition: A State-Level Policy Analysis

“…VR counseling. Kleinhammer-Tramill et al (2003) identified one state, New Mexico, that offered a credentialing option in secondary transition for rehabilitation counseling. This licensure option did not require an initial certification in rehabilitation counseling and was provided by the SEA for school-based personnel who implemented career development and employment preparation activities.…”

“…Special education. Compared with CTE teachers and VR counselors, special educators were more likely to have been required to complete transition-related coursework and/or standards for initial licensure; however, the number of states that require transition-related coursework and/or state professional standards has decreased from 34 in 2003 (Kleinhammer-Tramill et al, 2003) to 33 in 2017. Only D.C. and Massachusetts have transition-related course requirements for all special educators, while Louisiana, South Dakota, and Utah require transition-related coursework for some certification areas (mild-moderate, and severe disabilities endorsements in Utah).…”

“…In 2003, a special issue on secondary transition personnel preparation brought to the forefront current policies, practices, and issues related to secondary transition personnel preparation. In that special issue, Kleinhammer-Tramill et al (2003) reported on an analysis they conducted of state personnel preparation policies in special education, CTE, and rehabilitation counseling. They identified 12 states with credential systems that included a professional license, certification, or endorsement focused on secondary transition.…”

“…It has been more than a decade since state certification and licensure requirements related to secondary transition have been systematically examined. This study therefore was designed to update the work of Kleinhammer-Tramill et al (2003) by providing a snapshot of the preparation of today's secondary transition special educators, rehabilitation counselors, and CTE personnel to deliver transition education programs, practices, and services to youth with disabilities. The purpose of this study was to examine the current state of requirements related to secondary transition in each state's personnel credentialing systems.…”

Secondary Transition Personnel Preparation in Rehabilitation Counselor Education Programs

“…There is various secondary transition EBPs (National Secondary Transition Technical Assistance Center [NSTTAC]), but developing methods and understanding of how to implement them is sorely needed. In addition, 10 years ago, there were only seven states in the country that did not have transitionrelevant credential structures and/or content requirements (Kleinhammer-Tramill, Geiger, & Morningstar, 2003). Rehabilitation counselors and other community partners that are essential to transition services (Plotner, Trach, & Shogren, 2012) need to have relevant opportunities to learn and share knowledge of the current transition practices and be involved in both in-service and preservice training activities.…”