{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/37976"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/37976","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Secondary special education teachers' perceived levels of knowledge, involvement & importance of transition planning & delivery competencies","abstract":"The current study assessed perceived s of knowledge, involvement, and importance of transition planning and service delivery among secondary special education teachers in the Commonwealth of Virginia. Relationships were also explored between these levels and years of experience teaching students with special needs, category of students taught 1 highest degree earned, and contact hours training from in-service, coursework, and conferences in transition. A survey instrument was mailed to secondary special education teachers in the Commonwealth of Virginia. Ninety-two percent of the 236 survey recipients responded to the survey. Data from the survey included descriptive information regarding: years experience teaching students with disabilities, category taught, highest degree, and contact hours in conferences , courses, and in-services in years 1993-94, 1994-95, 1995-96. Data from the survey also included respondents' levels of knowledge, involvement, and importance of transition planning and service delivery. Survey data were analyzed to reveal differences among descriptive data and levels of knowledge, involvement, and importance. Significant findings from the study indicate that secondary special education teachers in Virginia perceive their knowledge of transition planning and service delivery in the low to medium range, their involvement in transition in the low to medium range, and the importance of transition planning and service delivery in the medium to high range. Significant findings from the study also included the positive relationship between knowledge of transition planning and service delivery and courses taken over the three year period of 1993-1996, conference contact hours over the same three year period, and inservice contact hours. Additionally significant was the positive relationship between involvement in transition planning and service delivery and inservice contact hours 1993-1996, conference contact hours over the same three year period, and courses taken. The level of importance of transition planning and service delivery was not affected by training options. Implications for LEAs in Virginia, implications for personnel preparation, and directions for future research are discussed.","abstract_html":"The current study assessed perceived s of knowledge, involvement, and importance of transition planning and service delivery among secondary special education teachers in the Commonwealth of Virginia. Relationships were also explored between these levels and years of experience teaching students with special needs, category of students taught 1 highest degree earned, and contact hours training from in-service, coursework, and conferences in transition. A survey instrument was mailed to secondary special education teachers in the Commonwealth of Virginia. Ninety-two percent of the 236 survey recipients responded to the survey. Data from the survey included descriptive information regarding: years experience teaching students with disabilities, category taught, highest degree, and contact hours in conferences , courses, and in-services in years 1993-94, 1994-95, 1995-96. Data from the survey also included respondents' levels of knowledge, involvement, and importance of transition planning and service delivery. Survey data were analyzed to reveal differences among descriptive data and levels of knowledge, involvement, and importance. Significant findings from the study indicate that secondary special education teachers in Virginia perceive their knowledge of transition planning and service delivery in the low to medium range, their involvement in transition in the low to medium range, and the importance of transition planning and service delivery in the medium to high range. Significant findings from the study also included the positive relationship between knowledge of transition planning and service delivery and courses taken over the three year period of 1993-1996, conference contact hours over the same three year period, and inservice contact hours. Additionally significant was the positive relationship between involvement in transition planning and service delivery and inservice contact hours 1993-1996, conference contact hours over the same three year period, and courses taken. The level of importance of transition planning and service delivery was not affected by training options. Implications for LEAs in Virginia, implications for personnel preparation, and directions for future research are discussed.","abstract_has_math":false,"creators":["Knott, Linda D."],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Administration and Supervision of Special Education","degree_department":"Administration and Supervision of Special Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Asselin, Susan B."],"committee_members":["Cross, Lawrence H.","deFur, Sharon H.","McGrady, Harold J.","Cook, Ann Marie"],"year":1997,"date_issued":"1997-05-15","date_published":"1997-05-15","updated_at":"2026-07-22T22:20:16Z","subjects":["knowledge","secondary","competencies","special education","transition","involvement","importance"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-06062008-151040"],"render_values":[{"text":"etd-06062008-151040","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/37976","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Asselin, Susan B."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Cross, Lawrence H.","deFur, Sharon H.","McGrady, Harold J.","Cook, Ann Marie"]},{"key":"dc:contributor.department","label":"Department","values":["Administration and Supervision of Special Education"]},{"key":"dc:creator","label":"Author","values":["Knott, Linda D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T21:12:00Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T21:12:00Z","2008-06-06"]},{"key":"dc:date.issued","label":"Date","values":["1997-05-15"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Administration and Supervision of Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["knowledge","secondary","competencies","special education","transition","involvement","importance"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-06062008-151040"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/37976"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The current study assessed perceived s of knowledge, involvement, and importance of transition planning and service delivery among secondary special education teachers in the Commonwealth of Virginia. Relationships were also explored between these levels and years of experience teaching students with special needs, category of students taught 1 highest degree earned, and contact hours training from in-service, coursework, and conferences in transition. A survey instrument was mailed to secondary special education teachers in the Commonwealth of Virginia. Ninety-two percent of the 236 survey recipients responded to the survey. Data from the survey included descriptive information regarding: years experience teaching students with disabilities, category taught, highest degree, and contact hours in conferences , courses, and in-services in years 1993-94, 1994-95, 1995-96. Data from the survey also included respondents' levels of knowledge, involvement, and importance of transition planning and service delivery. Survey data were analyzed to reveal differences among descriptive data and levels of knowledge, involvement, and importance. Significant findings from the study indicate that secondary special education teachers in Virginia perceive their knowledge of transition planning and service delivery in the low to medium range, their involvement in transition in the low to medium range, and the importance of transition planning and service delivery in the medium to high range. Significant findings from the study also included the positive relationship between knowledge of transition planning and service delivery and courses taken over the three year period of 1993-1996, conference contact hours over the same three year period, and inservice contact hours. Additionally significant was the positive relationship between involvement in transition planning and service delivery and inservice contact hours 1993-1996, conference contact hours over the same three year period, and courses taken. The level of importance of transition planning and service delivery was not affected by training options. Implications for LEAs in Virginia, implications for personnel preparation, and directions for future research are discussed."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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Relationships were also explored between these levels and years of experience teaching students with special needs, category of students taught 1 highest degree earned, and contact hours training from in-service, coursework, and conferences in transition. A survey instrument was mailed to secondary special education teachers in the Commonwealth of Virginia. Ninety-two percent of the 236 survey recipients responded to the survey. Data from the survey included descriptive information regarding: years experience teaching students with disabilities, category taught, highest degree, and contact hours in conferences , courses, and in-services in years 1993-94, 1994-95, 1995-96. Data from the survey also included respondents' levels of knowledge, involvement, and importance of transition planning and service delivery. Survey data were analyzed to reveal differences among descriptive data and levels of knowledge, involvement, and importance. Significant findings from the study indicate that secondary special education teachers in Virginia perceive their knowledge of transition planning and service delivery in the low to medium range, their involvement in transition in the low to medium range, and the importance of transition planning and service delivery in the medium to high range. Significant findings from the study also included the positive relationship between knowledge of transition planning and service delivery and courses taken over the three year period of 1993-1996, conference contact hours over the same three year period, and inservice contact hours. Additionally significant was the positive relationship between involvement in transition planning and service delivery and inservice contact hours 1993-1996, conference contact hours over the same three year period, and courses taken. The level of importance of transition planning and service delivery was not affected by training options. Implications for LEAs in Virginia, implications for personnel preparation, and directions for future research are discussed."],"dc:description.degree":["Ed. 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