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The Status of Transition Services for Secondary Students with Disabilities in Virginia and Factors Affecting Service Delivery.

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Title: The Status of Transition Services for Secondary Students with Disabilities in Virginia and Factors Affecting Service Delivery.
Language: English
Authors: Anderson, Alice G., Asselin, Susan B.
Peer Reviewed: N
Page Count: 20
Publication Date: 1992
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Administrative Principles, Agency Cooperation, Cooperative Learning, Coordination, Disabilities, Education Work Relationship, Educational Cooperation, Mainstreaming, Normalization (Handicapped), Public Schools, Pupil Personnel Services, Regular and Special Education Relationship, Secondary Education, Secondary School Students, Special Education, Special Needs Students, State Surveys, Vocational Education
Geographic Terms: Virginia
Abstract: A study investigated the level of 24 transition services and factors that affect service delivery for secondary students with disabilities in 135 Virginia school divisions. Transition services were categorized as inclusion, instructional programs, coordinated planning, and support services. Factors affecting delivery were cooperation of vocational and special education, administrative support, and formal interagency transition team. A mail survey was administered to 129 coordinators of transition services; 120 responded. Findings indicated that schools were upholding their responsibility to provide interaction of students with disabilities with their nondisabled peers. Instruction in independent living, social skills, career awareness, and job seeking skills was provided in over 90% of the school divisions. Over three-fourths of the school divisions had written agreements with other agencies. Adequate support services were provided, as shown by data indicating that guidance personnel were doing a sufficient job of assisting students with disabilities in career planning and decision making and in planning appropriate program placements while in school. Cooperation between vocational and special education occurred most frequently in placement, student monitoring, accommodations, and student evaluation. Measures of administrative support were relatively low. Only half of the school divisions reported formal interagency transition teams. (Five data tables and 30 references are appended.) (YLB)
Entry Date: 1993
Accession Number: ED358331
Database: ERIC
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  Label: Title
  Group: Ti
  Data: The Status of Transition Services for Secondary Students with Disabilities in Virginia and Factors Affecting Service Delivery.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Anderson%2C+Alice+G%2E%22">Anderson, Alice G.</searchLink><br /><searchLink fieldCode="AR" term="%22Asselin%2C+Susan+B%2E%22">Asselin, Susan B.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Administrative+Principles%22">Administrative Principles</searchLink><br /><searchLink fieldCode="DE" term="%22Agency+Cooperation%22">Agency Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Coordination%22">Coordination</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Mainstreaming%22">Mainstreaming</searchLink><br /><searchLink fieldCode="DE" term="%22Normalization+%28Handicapped%29%22">Normalization (Handicapped)</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Pupil+Personnel+Services%22">Pupil Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink><br /><searchLink fieldCode="DE" term="%22State+Surveys%22">State Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A study investigated the level of 24 transition services and factors that affect service delivery for secondary students with disabilities in 135 Virginia school divisions. Transition services were categorized as inclusion, instructional programs, coordinated planning, and support services. Factors affecting delivery were cooperation of vocational and special education, administrative support, and formal interagency transition team. A mail survey was administered to 129 coordinators of transition services; 120 responded. Findings indicated that schools were upholding their responsibility to provide interaction of students with disabilities with their nondisabled peers. Instruction in independent living, social skills, career awareness, and job seeking skills was provided in over 90% of the school divisions. Over three-fourths of the school divisions had written agreements with other agencies. Adequate support services were provided, as shown by data indicating that guidance personnel were doing a sufficient job of assisting students with disabilities in career planning and decision making and in planning appropriate program placements while in school. Cooperation between vocational and special education occurred most frequently in placement, student monitoring, accommodations, and student evaluation. Measures of administrative support were relatively low. Only half of the school divisions reported formal interagency transition teams. (Five data tables and 30 references are appended.) (YLB)
– Name: DateEntry
  Label: Entry Date
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  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED358331
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Administrative Principles
        Type: general
      – SubjectFull: Agency Cooperation
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Coordination
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Education Work Relationship
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Mainstreaming
        Type: general
      – SubjectFull: Normalization (Handicapped)
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Pupil Personnel Services
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Needs Students
        Type: general
      – SubjectFull: State Surveys
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Virginia
        Type: general
    Titles:
      – TitleFull: The Status of Transition Services for Secondary Students with Disabilities in Virginia and Factors Affecting Service Delivery.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Anderson, Alice G.
      – PersonEntity:
          Name:
            NameFull: Asselin, Susan B.
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          Dates:
            – D: 05
              M: 12
              Type: published
              Y: 1992
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