Transition Knowledge of High School Special Education Teachers in a Midwestern School District







Christine Peper

Kristen McMaster

University of Minnesota


Teachers’ knowledge of transition services and programming in their schools is crucial for their students with disabilities to successfully transition from school to adult life.  The purpose of this study was to examine high school special education teachers’ knowledge of transition programming offered at their schools. Twenty-five special education teachers from three suburban high schools in the Midwest completed surveys of their knowledge of transition programming. Results indicated respondents were accurate in their knowledge on 15 of 25 questions (60%), somewhat accurate in their knowledge on 4 of 25 questions (16%), and somewhat inaccurate on 6 of 25 questions (24%).  No statistically significant difference was found in the accuracy of knowledge between respondents who held a Developmental Disabilities license and those who held licensure in other areas, or between respondents with varying years of experience.  Implications for research and practice focusing on improving teachers’ knowledge of transition services are discussed.

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