An exploratory study of secondary educator knowledge of disability legislation and its relationship to planning for the transition from secondary to postsecondary education settings.

摘要

Due to the changes in disability legislation that protect persons with disabilities from discrimination, and allow for free, appropriate public education along with equal access to education, more and more students with disabilities are choosing to attend postsecondary educational settings. The transition planning process as outlined in the Individuals with Disabilities in Education Improvement Act (IDEA '04) mandates that supports and services be put in place while a student is in high school to help that student be successful in meeting his/her post-high school outcomes. For secondary educators this means they must understand how supports and services for students with disabilities are implemented in postsecondary education settings. This knowledge will help secondary educators develop transition plans that truly address a given student's needs, strengths and postsecondary outcomes.;The purpose of this study is to assess the extent to which secondary educators perceive themselves to be knowledgeable of federal legislation requirements regarding the education of students with disabilities in postsecondary education settings. In addition, this study explores the perceived competencies related to secondary educators' knowledge of federal legislation for students with disabilities in postsecondary education settings. The participants in this study include secondary educators (e.g., general and special education teachers, guidance counselors and administrators) from the state of Pennsylvania. The results of this study have implications for policy, practice, and future research.