{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80129"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80129","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Rehabilitation Professionals' Participation Intensity and Expectations of Transition Roles","abstract":"The findings of this study support the importance of further transition education and training for rehabilitation professionals. As many as a third of this study's participants reported sometimes and often not knowing what is expected of them by youth, parents, and educators. In addition, nearly a quarter of the participants reported not knowing what is expected of them during transition planning meetings. Further education specific to transition participation, collaboration, and expectations could assist in minimizing this confusion and maximize resources. While well over one-half of the study participants reported attending conferences and workshops to learn about transition; the far majority responded that their source of training was on-the-job. Therefore, it is possible that some of the transition practices being passed from one co-worker to another are based on misinformation leading to the insufficient and ineffective levels of participation and misguided expectations found in this study. Joint trainings for rehabilitation professionals and educators focused on transition are necessary. These training should include, among other information, how to: run effective planning meetings, support youth to run their own meetings, work with parents/guardians, and collaborate across systems and agencies and within communities. Additional implications for research and practice are presented.","abstract_html":"The findings of this study support the importance of further transition education and training for rehabilitation professionals. As many as a third of this study's participants reported sometimes and often not knowing what is expected of them by youth, parents, and educators. In addition, nearly a quarter of the participants reported not knowing what is expected of them during transition planning meetings. Further education specific to transition participation, collaboration, and expectations could assist in minimizing this confusion and maximize resources. While well over one-half of the study participants reported attending conferences and workshops to learn about transition; the far majority responded that their source of training was on-the-job. Therefore, it is possible that some of the transition practices being passed from one co-worker to another are based on misinformation leading to the insufficient and ineffective levels of participation and misguided expectations found in this study. Joint trainings for rehabilitation professionals and educators focused on transition are necessary. These training should include, among other information, how to: run effective planning meetings, support youth to run their own meetings, work with parents/guardians, and collaborate across systems and agencies and within communities. Additional implications for research and practice are presented.","abstract_has_math":false,"creators":["Oertle, Kathleen Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":["Trach, John S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:36Z","date_published":"2015-09-25T19:55:36Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Health Sciences, Occupational Therapy"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3399025"],"render_values":[{"text":"(MiAaPQ)AAI3399025","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80129","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Trach, John S."]},{"key":"dc:creator","label":"Author","values":["Oertle, Kathleen Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:36Z","10000-01-01","2009"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Health Sciences, Occupational Therapy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80129","(MiAaPQ)AAI3399025"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The findings of this study support the importance of further transition education and training for rehabilitation professionals. As many as a third of this study's participants reported sometimes and often not knowing what is expected of them by youth, parents, and educators. In addition, nearly a quarter of the participants reported not knowing what is expected of them during transition planning meetings. Further education specific to transition participation, collaboration, and expectations could assist in minimizing this confusion and maximize resources. While well over one-half of the study participants reported attending conferences and workshops to learn about transition; the far majority responded that their source of training was on-the-job. Therefore, it is possible that some of the transition practices being passed from one co-worker to another are based on misinformation leading to the insufficient and ineffective levels of participation and misguided expectations found in this study. Joint trainings for rehabilitation professionals and educators focused on transition are necessary. These training should include, among other information, how to: run effective planning meetings, support youth to run their own meetings, work with parents/guardians, and collaborate across systems and agencies and within communities. Additional implications for research and practice are presented.","Made available in DSpace on 2015-09-25T19:55:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3399025.pdf: 2345871 bytes, checksum: 0f8fe24dc42d843e68225381dc4a08d7 (MD5) Previous issue date: 2009","Embargo set by: Seth Robbins for item 81411 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","185 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009."]},{"key":"dc:title","label":"Title","values":["Rehabilitation Professionals' Participation Intensity and Expectations of Transition Roles"]}]}],"canonical_facts":{"dc:contributor":["Trach, John S."],"dc:creator":["Oertle, Kathleen Marie"],"dc:date":["2015-09-25T19:55:36Z","10000-01-01","2009"],"dc:description":["The findings of this study support the importance of further transition education and training for rehabilitation professionals. As many as a third of this study's participants reported sometimes and often not knowing what is expected of them by youth, parents, and educators. In addition, nearly a quarter of the participants reported not knowing what is expected of them during transition planning meetings. Further education specific to transition participation, collaboration, and expectations could assist in minimizing this confusion and maximize resources. While well over one-half of the study participants reported attending conferences and workshops to learn about transition; the far majority responded that their source of training was on-the-job. Therefore, it is possible that some of the transition practices being passed from one co-worker to another are based on misinformation leading to the insufficient and ineffective levels of participation and misguided expectations found in this study. Joint trainings for rehabilitation professionals and educators focused on transition are necessary. These training should include, among other information, how to: run effective planning meetings, support youth to run their own meetings, work with parents/guardians, and collaborate across systems and agencies and within communities. Additional implications for research and practice are presented.","Made available in DSpace on 2015-09-25T19:55:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3399025.pdf: 2345871 bytes, checksum: 0f8fe24dc42d843e68225381dc4a08d7 (MD5) Previous issue date: 2009","Embargo set by: Seth Robbins for item 81411 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","185 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009."],"dc:identifier":["http://hdl.handle.net/2142/80129","(MiAaPQ)AAI3399025"],"dc:language":["eng"],"dc:subject":["Health Sciences, Occupational Therapy"],"dc:title":["Rehabilitation Professionals' Participation Intensity and Expectations of Transition Roles"],"dc:type":["text"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}