Special education teacher preparedness for transition planning among individuals with disabilities

Access to thesis permanently restricted to Ball State community only.This study aimed to determine if and where there may be a need for additional teacher preparation and training when transitioning students with disabilities from the K-12 system to adulthood. Based on the available research and the use of Kohler’s Taxonomy (1996) as the conceptual framework a new survey instrument was developed in order to identify gaps in preservice and in-service teacher preparation in transition planning. This study further supported previous research illustrating the lack of preservice teacher preparation in transition planning. Efficacy of this study focused on the participants perceived knowledge and preparation in the area of transition planning. Data should be used to facilitate future preservice teacher coursework and in-service teacher professional development. Additionally, current special educators may use this information and findings from this study to better tailor transition planning for their students by utilizing the five categories of Kohler’s Taxonomy to ensure that all areas of transition planning are being comprehensively addressed.Thesis (D.Ed.