Secondary Transition Personnel Preparation in Rehabilitation Counselor Education Programs

Abstract

Rehabilitation counselors are increasingly called on to provide services to transitionaged youth. However, preparation and training efforts are not sufficient to ensure that counselors have the required knowledge and skills to adequately serve these students and young adults. The purpose of this study was to investigate how secondary transition-content is infused in rehabilitation counseling programs. Specifically, (a) which transition-related competencies are considered to be most important; (b) how much instructional time is devoted to transition content; and (c) to what extent faculty believe that graduates of their program are prepared to serve transition-aged youth. Results indicated that transition issues are touched on in rehabilitation counselor preparation, but the extent to which this content is infused varies. Students are pursuing fieldwork and employment experiences serving transition youth, but educators reported varied perceptions on how prepared they are to do so. Finally, there were significant differences between the perception of importance and preparation of students regarding domains of knowledge in transition. Implications for counselor preparation and additional areas of research are presented.

Examining Federally Funded Secondary Transition Personnel Preparation Programs

“…Looking ahead, in 2017, the priority focus area is on preparing personnel to serve children with high-intensity needs across an array of disabilities (e.g., multiple disabilities, significant cognitive disabilities; USDOE, 2017). This lack of focus on transition-focused personnel preparation funding further narrows the scope of graduates with the knowledge and skills required to support the transition needs of youth with disabilities (Miller, Lombard, & Hazelkorn, 2000; Plotner & Fleming, 2014). In contrast to the funding pattern, many participants indicated that disability-specific training should be secondary to a foundation in transition-related knowledge and skills, as graduates will likely work with a wide spectrum of students.…”

“…Considering transition professionals’ duties require competency in various areas (e.g., understanding of adult service system, interagency collaboration), it was perhaps no surprise that participants emphasized the positive aspects of interdisciplinary collaboration in program development. Transition personnel preparation programs that are composed of faculty from different disciplines (e.g., rehabilitation, counseling) could serve as a positive model in program development (Plotner & Fleming, 2014).…”

Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

“…With the influx of transition-focused professionals and the need for improved transition planning and services, university personnel preparation programsfocusing on transition have emerged. The current literature on transition preservice professional development reports limited transition content infused into special education (Anderson et al, 2003; Morningstar & Benitez, 2013) and rehabilitation counseling training programs (Plotner & Fleming, 2014). Morningstar and Benitez (2013) reported that teachers only complete an average of one course in transition with almost having no transition courses.…”

“…Morningstar and Benitez (2013) reported that teachers only complete an average of one course in transition with almost having no transition courses. Furthermore, Plotner and Fleming (2014) surveyed rehabilitation counselor preparation program faculty and found that the majority of faculty do not believe that their rehabilitation counseling program offers enough content related to secondary transition. Overall, more than half of the respondents strongly disagree or disagree that their professional development opportunities have fully prepared them.…”

Involvement and Challenges of School Guidance and Counselling Teacher Towards Special Needs Students

“…Keterlibatan GBKS dalam memberikan perkhidmatan bimbingan dan kaunseling di Malaysia terhadap MBK seperti garis panduan yang dibekalkan menjadi persoalan apabila hasil kajian lepas mendapati bahawa kaunselor kurang melaksanakan perkhidmatan kepada klien pelbagai budaya (Adams, 2015;Hanani Harun Rasit, 2014;Rafidah Aga Mohd Jaladin, 2013), kurang bersedia dalam berhadapan dan memberi perkhidmatan kaunseling kepada MBK (Arnold, 2010;Lee, 2015;Nichter & Edmonson, 2005;Plotner & Fleming, 2014;Rafidah Aga Mohd Jaladin, 2013), kurang kompeten (Aksoy & Diken, 2009), dan kurang mempunyai pengetahuan dalam pendidikan khas atau ketidakupayaan (Hanani Harun Rasit, 2014;Lee, 2015;Tait, 2013;Zahra, 2014). Manakala, kajian yang dilaksanakan oleh Lee (2015) turut mendapati kaunselor tidak mempunyai pengetahuan mengenai pendidikan khas dan polisi serta mempunyai beban kes yang banyak.…”