Abstract
Graduate students taking a class on transition for students with disabilities surveyed personnel of school districts in which they lived and worked to determine if the districts were engaging in transition best practices. Ten school districts in Southeast Texas were surveyed. The majority of these districts did not engage in transition best practices. There was a gap between what was being taught in the graduate class and what was actually happening in the public school classrooms. Implications for educator preparation programs and public school professional development programs are discussed.
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Young, A. Transition Best Practice: Who is Responsible for Preparing our Educators to Promote Transition Related Best Practice?. J Dev Phys Disabil 19, 41–50 (2007). https://doi.org/10.1007/s10882-007-9039-7
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DOI: https://doi.org/10.1007/s10882-007-9039-7