Date of Award
1994
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
This descriptive study investigated the concerns and perceptions of Indiana early intervention (EI) directors and public school (PS) preschool coordinators about transition practices for young children with disabilities. A three part questionnaire was used in this study. The Stages of Concern Questionnaire (Hall, George, & Rutherford, 1986) in Part I collected information about transition concerns. Parts II and III of the questionnaire were developed by the investigator and collected information about experience and training background of participants; use and impact of written local interagency transition agreements; and importance and status of twenty-three transition practice items. The instrument was mailed to all EI directors and PS coordinators from the State of Indiana, with 46 EI directors and 51 PS coordinators responding. Results indicated that more EI directors worked full-time, had more experience in transition activities, and had more opportunities for training than PS coordinators. EI directors had less concern about accomplishing transition tasks and rated their level of expertise in transition practices higher than PS coordinators. More PS coordinators worked part-time and had inadequate time to perform responsibilities related to transition. PS coordinators had fewer years of experience in transition practices, rated their level of expertise lower, and had fewer training opportunities than EI directors. PS coordinators reported more concern about managing the tasks involved in transitions. Both groups of administrators reported relatively high collaboration concerns. Local written interagency transition agreements had not been developed for the majority of early intervention and public school programs in Indiana. Although all the transition practices were important to the administrators, many communities were in the early stages of putting these practices into operation. Implications for practice and recommendations for action and future research were noted.
Recommended Citation
Wolfe, Priscilla Stanton, "Indiana Early Intervention And Public School Administrators' Concerns And Perceptions About Transition Practices For Young Children With Disabilities And Their Families" (1994). All-Inclusive List of Electronic Theses and Dissertations. 823.
https://scholars.indianastate.edu/etds/823