The position of secondary Special Education Transition Specialist has evolved into a pivotal role in the transition planning process for students with disabilities. Through state level legislative efforts, licensed Special Educators and select others are able earn a Transition Specialist Endorsement through the Massachusetts Department of Elementary and Secondary Education. Yet, there is no requirement that school districts in Massachusetts have a person on staff who solely acts as a Transition Specialist or employ a person who holds a Transition Specialist Endorsement. Further, little is known about those across the Commonwealth working in this unique capacity. Using a self-administered questionnaire, this quantitative and comparative statewide study examined secondary Special Education Transition Specialists in three settings: public secondary schools, Special Education Collaboratives, and Chapter 766 approved secondary schools. Specifically it looked at their, educational and employment histories as well as their entrepreneurial skills, perceived level of self-efficacy, and aptitude for social networking. As well as provided information about the skills of those who hold a Transition Specialist Endorsement versus those who do not. Findings from this study revealed that nearly all of those working as secondary Transition Specialists are Caucasian females. Over half earned a master’s degree and a majority were educated in Massachusetts. Further, just under half changed careers to become a Transition Specialist, primarily coming from education, counseling, and health science backgrounds. In addition, findings showed that less than one quarter of those working as secondary Special Education Transition Specialists have a Transition Specialist Endorsement and further, less than half are employed solely as a Transition Specialist in their setting. Through analysis it was also found that those who are endorsed as Transition Specialists reported higher levels of entrepreneurial leadership skill, perceived self-efficacy, and aptitude for social networking. Findings of this study can be used to inform the hiring process at the secondary level, drive higher education Transition Leadership Programs recruitment efforts, and lead to further inquiry around those working as secondary Special Education Transition Specialists in Massachusetts and beyond.
|Commitee:||Zahkaria, Zeena, Leonard, Jack, Paiewonsky, Maria|
|School:||University of Massachusetts Boston|
|Department:||Urban Education (EdD, PhD)|
|School Location:||United States -- Massachusetts|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Special education, Secondary education, Disability studies|
|Keywords:||Entrepreneurial Leadership, Self-efficacy, Social networking, Special education, Transition coordinator, Transition specialist|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be