American Secondary School Special Educators’ Interagency Collaboration and Transition Practices
This study applied structural equation modeling to investigate perceived level of involvement in transition services among secondary school special educators, in relation to their perceptions of interagency collaboration, as well as special educators’ personal and school characteristics. Fifty-three percent of recipients who responded to the survey were special education teachers and transition coordinators/specialists in the United States. Exploratory and confirmatory factor analyses were used to refine and validate the measurement scales applied. The evidence of reliability and validity of four measurement scales were provided first, followed by an analysis of structural relationships among four latent constructs. Results of the study distinguished the effects of personal characteristics of secondary special educators from the effects of school characteristics and educators’ perceptions of interagency collaboration. Personal characteristics of secondary school special educators are the key to educators’ perceptions of interagency collaboration and their transition involvement, and also overshadow the relationships among other factors in the model. Secondary school special educators with higher levels of professional preparation perceive a greater importance in interagency collaboration, and are more likely to be involved in interagency collaboration activities in their transition practices. Accordingly, the author of this paper provides suggestions for teacher training and preparation as well as recommendations for future studies.
|關鍵詞||特殊教育、教師培育、結構方程模式、轉銜、special education、teacher education、structural equation modeling、transition|