The Role of Teachers and their Training in the Development of Post-Secondary Skills in Students with Learning Disabilities
Abstract
After high school, the outcomes for youth with disabilities fall behind their typically developing peers. Participation in post-secondary education, hourly earnings, and engagement in either education or employment up to six years after high school are all lower than the general population (Cameto et al., 2011). A researcher-developed online survey investigated the preparation of teachers and the current strategies used with students with Specific Learning Disabilities (SLD). The questions focused on the development of skills necessary to meet post-secondary education, employment, and independent living goals.
A directed content analysis did not reveal evidence that teachers are using the evidence-based practices described by the National Technical Assistance Center on Transition. A wide variety of practices were reported.
A significant relation is shown between the amount of transition instruction a teacher reported and the Education Specialist authorizations held. Another significant relation exists between the level of involvement in courses or pull out activities and the Education Specialist credentials held or the current special education program teaching assignment.
This research shows there is a significant difference in the practices of teachers when it comes to students with SLD. These differences may contribute to the decreased post-secondary engagement. There is also a lack of research and evidence-based practices for this population leading teachers to pull from unreliable sources or ignore the need for transition skills.