An Exploratory Survey of Transition Teaching Practices

Abstract

This study used multilevel modeling to examine the extent to which secondary special educators promoted nonacademic behaviors that were positively linked to postschool outcomes for students with disabilities, including self-advocacy, goal setting and attainment, disability awareness, employment, and utilization of supports. Respondents were 248 special educators in 20 states. Results showed that between-state factors accounted for significant variance in transition practices and that teachers reported teaching skills related to disability awareness, self-advocacy, goal setting and attainment, and utilization of supports more frequently than those related to employment. Limitations of the study, suggestions for future research, and implications for practice are discussed.