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.