This thesis investigates how special education teacher preparation programs and school psychology preparation programs train future educators to deliver evidence-based and culturally responsive transition practices. Previous research suggests that special education teachers and school psychologists are underprepared to deliver quality transition planning and services. The study examines the content of transition course syllabi from special education programs ( n = 10) and school psychology programs (n = 2) using two of The CEEDAR Center’s Innovation Configurations.
Across special education programs, course syllabi included the most training in Student Focused Planning, followed by Student Development, Interagency Collaboration, Program Structure, and Family Involvement. The two school psychology program syllabi included the most training in Interagency Collaboration, followed by Student-Focused Planning, Program Structure, Family Involvement, and Student Development. Levels of training in culturally responsive practices were low among all course syllabi. The results suggest a need to improve pre-service training in evidence-based and culturally responsive practices.
|Commitee:||Achola, Edwin, Flores, Nina|
|School:||California State University, Long Beach|
|Department:||Advanced Studies in Education and Counseling|
|School Location:||United States -- California|
|Source:||MAI 57/06M(E), Masters Abstracts International|
|Keywords:||Family involvement, Student development, Transition practices|
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