Rehabilitation Professionals' Participation Intensity and Expectations of Transition Roles
Oertle, Kathleen Marie
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https://hdl.handle.net/2142/80129
Description
Title
Rehabilitation Professionals' Participation Intensity and Expectations of Transition Roles
Author(s)
Oertle, Kathleen Marie
Issue Date
2009
Doctoral Committee Chair(s)
Trach, John S.
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Health Sciences, Occupational Therapy
Language
eng
Abstract
The findings of this study support the importance of further transition education and training for rehabilitation professionals. As many as a third of this study's participants reported sometimes and often not knowing what is expected of them by youth, parents, and educators. In addition, nearly a quarter of the participants reported not knowing what is expected of them during transition planning meetings. Further education specific to transition participation, collaboration, and expectations could assist in minimizing this confusion and maximize resources. While well over one-half of the study participants reported attending conferences and workshops to learn about transition; the far majority responded that their source of training was on-the-job. Therefore, it is possible that some of the transition practices being passed from one co-worker to another are based on misinformation leading to the insufficient and ineffective levels of participation and misguided expectations found in this study. Joint trainings for rehabilitation professionals and educators focused on transition are necessary. These training should include, among other information, how to: run effective planning meetings, support youth to run their own meetings, work with parents/guardians, and collaborate across systems and agencies and within communities. Additional implications for research and practice are presented.
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