Transition specialist competencies
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Published by U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in [Washington, DC] .
Written in English


  • Special education teachers -- Training of.,
  • Special education teachers -- Attitudes.

Book details:

Edition Notes

Other titlesFocusing on career development and transition from school to adult life for individuals of all exceptionalities
StatementDivision on Career Development and Transition.
ContributionsEducational Resources Information Center (U.S.)
The Physical Object
Pagination1 v.
ID Numbers
Open LibraryOL18338242M

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  Competencies for this new role of transition specialist have not been validated. This study was conducted to identify and validate competencies for transition specialist practitioners. Practitioners across the United States from the fields of vocational special education, special education, and vocational rehabilitation identified competencies Cited by: Transition Competency #5 Application of Compensatory Skills Indicator Yes No My child reads print My child uses talking books My child uses a reader I encourage My child’s reading speed is _____ wpm My child can read at that speed for _____ minutes My child writes notes in . Transition Specialist Competencies Fact Sheet The Council for Exceptional Children’s Subcommittee on Knowledge and Skills, in concert with the University of Illinois’ Transition-Related Competencies Project and the CEC Division on Career Development and Transition (DCDT), identified and validated competencies for beginning Transition. This fact sheet describes the role of the transition specialist, an individual who plans, coordinates, delivers, and evaluates transition educational services at the school or system level, in conjunction with other educators, families, students, and representatives of community organizations.

Competencies needed for transition specialist in vocational rehabilitation, vocational education, and special education. Exceptional Children, 62, 38 Division on Career Development and Transition. (). Transition specialist competencies: Fact sheet. Reston, VA: Council for Exceptional Children. The Transition Competencies Checklist is designed as a self-evaluation tool for secondary students with visual disabilities. The checklist identifies students’ strengths and weaknesses in skill areas critical to the transition from school to work and adult life.   According to some competency-based education theorists (Lilly, ; Shores, Cegalka, & Nelson, ), the true validation of these transition specialist practitioner competencies would occur when it could be established that acquisition of these competencies, in fact, led to improved and more effective services for youths with disabilities. An ideal text for teaching students how to transition from the classroom to practice, it focuses on the core competencies for health professionals as determined by the Institute of Medicine (IOM). Completely updated and revised, the Fourth Edition includes coverage of the opioid crisis, Progress Report () for the Future of Nursing Report Reviews:

The preparation of qualified transition professionals requires establishing and using a knowledge base that reflects essential competencies for effective transition service delivery. In establishing programs to prepare professionals, institutions of higher education rely on several sources to . Transition Guide Effective June 1, October, portable, reciprocal, competency-based credential of its kind in the country. t he PD Specialist will then submit the Competency Recommendation Scores to the Council. These scores, along with the Exam score, will be. This suggested competency model is designed to help you select the most applicable competencies to your position. Every position has unique requirements; most positions in a job series have similar technical competencies, but the general competencies will vary. Each competency in this model includes a definition and key behaviors. TRAINING SPECIALIST COMPETENCY PROFILE DESCRIPTION OF WORK: Positions in this banded class perform a variety of services to meet staff development, organizational, community and program training needs. Work involves assessing and evaluating training/education needs, preparation of .