Vocational Rehabilitation Counselors’ Identified Transition Competencies

Abstract

Vocational rehabilitation (VR) professionals are critical partners in the transition process for students with disabilities; therefore, they are required to develop transition service delivery proficiencies. VR professional perceptions of transition competencies are seldom examined due to the perception that transition falls mainly on school-based professionals. In this study, VR professionals from three states were surveyed on their perceptions regarding transition competencies. Specifically, seven transition domain areas (i.e., Providing Career Planning and Counseling, Providing Career Preparation Experiences, Facilitating Allocation of Resources, Promoting Access and Opportunity for Student Success, Conducting Program Improvement Activities, Building and Maintaining Collaborative Partnerships, and Promoting Nonprofessional Supports and Relationships) were examined and reported across importance, preparedness, and frequency. Results showed that importance rankings were rated very high overall across all competencies (µ = 3.42). Preparedness was the next highest overall rating (µ = 2.77), and frequency in performing transition competencies was the lowest (µ = 2.55). Paired t tests also showed a significant difference between each of the pairs of ratings. In addition, the findings indicated that although all domains were identified as very important, respondents did not indicate they were as prepared or participated as frequently in these transition activities. Individual domain rankings and rationale as well as implications for practice are also discussed.

The Effects of Working at Gaining Employment Skills on the Social and Vocational Skills of Adolescents With Disabilities

“…VR counselors are well positioned to collaborate with special education teachers in ways that help to fill this void. VR professionals value the importance of providing youth opportunities to develop transition competencies (e.g., providing career planning and counseling, providing career preparation experiences) but may not have the opportunities to develop such skills among their clients (Plotner, Trach, & Strauser, 2012). Therefore, VR counselors should continue to work toward developing and maintaining collaborative relationships with teachers and other school-based personnel because these partnerships can provide VR counselors with opportunities to recommend strategies and curricula that will improve the transition-related experiences of adolescents with disabilities.…”

A Qualitative Investigation of Secondary General Education Teachers' Perspectives on their Involvement in Transition Services

“…Even with these legal mandates, many transition-aged youth with disabilities continue to experience poor postsecondary outcomes (Benitez, et al, 2009;Blanchett, 2001;Bouck, 2012;Bouck & Joshi, 2012;Carter, et al, 2013;Hughes & Carter, 2011;Mustian, Mazzotti, & Test, 2012;Plotner, Mazzotti, Rose, & Carlson-Britting, 2016;Plotner, Trach, & Strauser, 2012;Test, et al, 2015;. Many researchers have examined various stakeholders' perceptions of transition practices for youth with disabilities, including vocational rehabilitation personnel Plotner, et al, 2012;Plotner, et al, 2016) and secondary special educators (Benitez, et al, 2009;Blanchett, 2001;Plotner, et al, 2016). However, the scholarly research is lacking general educators' perceptions on their role for fostering postsecondary success.…”

“…Mazzotti and Plotner (2016) found transition service providers had limited access to, training with, and preparation for transition EBPs. Plotner, et al (2012) studied the perceptional differences in access to transition EBPs between special educators and direct-service professionals. They found over 60.0% of participants strongly disagreed that they gained transition EBP knowledge from college.…”

“…Special educators were not alone feeling underprepared to serve transition-aged youth. Overall, rehabilitation counselors rated their preparedness as 2.77 on a four-point scale (Plotner, et al, 2012). Plotner, et al learned that transition vocation rehabilitation counselors either seldom or very seldom attended training during their pre-service preparation.…”

“…to the quality of implementation of transition services (Plotner, et al, 2012). Plotner et al explained that "A disconnect has created a breakdown in communication and team work negating an effective collaborative approach to transition services" (Plotner, et al, 2012, p. 141).…”