The status of transition services for secondary students with disabilities in Virginia and factors affecting service delivery
Anderson, Alice Glover
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This study revealed that special education administrators were designated as persons with primary responsibility for transition coordination, but that only a small portion of their time was allocated for this duty. In contrast, when teachers were given this responsibility a major amount of their time was designated for coordination. Oftentimes, it is difficult to convince administrators that staff time for coordination is essential to quality programming. Unfortunately, the number of teachers designated as coordinators in this study was so small that such data cannot be meaningfully derived. Investigation of this concept could contribute to best practice information for the field.
- Doctoral Dissertations 
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