Competencies needed for transition specialists in vocational rehabilitation, vocational education, and special education.

Competencies needed for transition specialists in vocational rehabilitation, vocational education, and special education. Advocates for youth with disabilities promote actions that empowerthese youth with the skills to make smooth transitions from secondaryeducation into personally satisfying postschool environments andactivities (Martin, Marshall, & Maxson, 1993; Ward, 1988). Theseactions have influenced policymakers throughout the past decade toinclude transition planning, services, and coordination across majorpieces of legislation (Carl Perkins For other people named Carl Perkins, see Carl Perkins (disambiguation). The introduction of this article is too short. Vocational and Applied TechnologyAct, P. L. 10 1 -392; Individuals with Disabilities Education Act This article or section is currently being developed or reviewed.Some statements may be disputed, incorrect, , biased or otherwise objectionable. ,Public Law 101-476; Vocational Rehabilitation rehabilitation:see physical therapy. Act, P.L. 102-569). Theintention of transition services is to enable young people withdisabilities to become productive and independent members within themainstream of society.In reality, realizing the transition initiative for many people withdisabilities depends on the provision of effective services and servicecoordination service coordinationCase management, see there . Although Halpern (1992) reminded us that many transitionservices resemble old wine in new bottles, this newly bottled wine isbeing served at a different social table with new or previouslyuninvited guests See also: Uninvited Guests (Buffy comic)Uninivited Guests is the twelfth episode of the fourth series of the British comedy series Dad's Army that was originally transmitted on Friday 11 December 1970. . The success of the "diner party" us beingmore closely scrutinized, and the price for failure is more ominous. Thefuture demands for the work force and the community require people withskills of work competence, community participation, and self-advocacy(Karge, Patton, & de la Garza, 1992; U.S. Department of Labor,1991). The new perspective must be student centered within the communitycontext. Providing transition services that ensure the desired outcomesrequire that transition advocates plan services with the youth, thefamily, and the potentially multiple agencies, organizations, andemployers (deFur, Getzel, & Kregel, 1994). The new dinner partyrepresents a paradigm shift A dramatic change in methodology or practice. It often refers to a major change in thinking and planning, which ultimately changes the way projects are implemented. For example, accessing applications and data from the Web instead of from local servers is a paradigm shift. See paradigm. in the way we human service providerspreviously conducted our business.Effective transition service provision requires significant changesin traditional professional roles within human service agencies andeducation (Everson & Moon, 1987; Stark & Karan, 1987; Taymans& deFur, 1994; White & Shear, 1992). To best meet the transitionneeds of young people with disabilities, professionals from differentdisciplines must share a common perception of their own and others'roles and expectations (McCarthy, Sitlington, & Asselin, 1991).Likewise, the interdisciplinary nature of transition and the concomitantemerging roles require an investigation from an interdisciplinaryperspective (Szymanski, Hanley-Maxwell, & Asselin, 1990). The callfor interagency coordination and cooperation in the transition processis a strong thread throughout the transition initiatives and relatedfederal legislation deFur & Reiff, 1994). This thesis continues tobe underscored in reports and publications that address transitionissues (Kohler, 1993). Since transition services are offered acrossmultiple disciplines, the development of a common core of professionalcompetencies can assist personnel preparation and staff developmentneeds. We have no mechanism that ensures that transition professionalsfrom the various disciplines share common competencies or complementarycompetencies.The preparation of qualified transition professionals requiresestablishing and using a knowledge base that reflects essentialcompetencies for effective transition service delivery. In establishingprograms to prepare professionals, institutions of higher education relyon several sources to define the parameters of their curriculum. Wherethey exist, state and national certification requirements heavilyinfluence program decisions for specialized role instruction. However,when a new professional field emerges such as transition, the knowledgebase develops from no previously defined unique body of knowledge (Golin& Ducanis, 1981). Personnel preparation programs that respond toemerging roles are faced with deciding competencies using a modifiedform of a logical analysis model of competency identification that isbased on analysis, inference, and judgments. These competencies are notnecessarily grounded in applied practice. Expert consensus models tovalidate competencies represent a means to differentiate the relativeimportance of competencies identified through logical analysis (Johnson,C. E., 1977).Few studies have explicitly defined professional competencies in thearea of transition or have evaluated these competencies from aninterdisciplinary perspective. Cohen cohenor kohen(Hebrew: “priest”) Jewish priest descended from Zadok (a descendant of Aaron), priest at the First Temple of Jerusalem. The biblical priesthood was hereditary and male. , Patton, and Melia (1986) reportedon a project conducted by Harold Russell Harold John Russell (b. January 14, 1914 in North Sydney, Nova Scotia, Canada, d. January 29, 2002 in Needham, Massachusetts) was a Canadian-American World War II veteran who became one of only two non-professional actors to win an Academy Award for acting. Associates for the U.S.Department of Education. Using a Delphi technique (programming, tool) Delphi Technique - A group forecasting technique, generally used for future events such as technological developments, that uses estimates from experts and feedback summaries of these estimates for additional estimates by these experts until reasonable consensus , a nine-member panelarrived at a consensus regarding employment, training, specialists'roles, and competencies. The Cohen et al. study has been used to developpersonnel preparation programs for employment training specialists (jobcoaches). The authors urged the field to continue its examination anddelineation of competencies to be addressed by personnel preparationefforts. Chadsey-Rusch (1988) used a study by Heal, Haney, DeStefano,and Rusch (1988) to delineate competencies for transition personnel. TheHeal et al. study compared successful and unsuccessful placements ofsecondary school youths with disabilities into competitive employment.Based on her analysis, Chadsey-Rusch proposed areas for emphasis intransition personnel training.To date, there has been no empirical validation An empirical validation of a hypothesis is required for it to gain acceptance in the scientific community. Normally this validation is achieved by the scientific method of hypothesis commitment, experimental design, peer review, adversarial review, reproduction of results, of the competenciesneeded to function effectively in a transition specialist practitionerrole. Vocational rehabilitation, vocational education, and specialeducation personnel are key players in the transition process for allyoung people with disabilities. Transition specialist practitioners fromthese disciplines are natural subjects for validating criticalcompetencies for the roles in transition service delivery.The purpose of this study was to identify and validate competenciesfor transition specialist practitioners and to examine current trainingneeds and job responsibilities relative to transition. Participantsrepresented vocational rehabilitation, vocational special needseducation, and special education. This study (a) examined and classifiedcompetencies for transition specialists defined in the literature and by13 U.S. Department of Education, Office of Special Education andRehabilitative re��ha��bil��i��tate?tr.v. re��ha��bil��i��tat��ed, re��ha��bil��i��tat��ing, re��ha��bil��i��tates1. To restore to good health or useful life, as through therapy and education.2. Services (OSERS OSERS Office of Special Education and Rehabilitative Services ), federally funded personnel preparationpreservice training projects in the "transition" category; and(b) validated the identified competencies by soliciting the opinions oftransition specialist practitioners in the disciplines of vocationalrehabilitation, vocational special needs education, and specialeducation nationwide.METHODC. E. Johnson (1977) described models and processes for validatingcompetencies. Johnson recommended using an expert consensus model whenone can access a representative sample of experts. Experts are definedas people who are engaged in the field for which the competencies arebeing validated. This model is recommended for fields that do not havepreviously validated competency listings. The steps for competencyvalidation using an expert consensus model are as follows:1. Identify the competencies through multiple sources. 2. Categorize cat��e��go��rize?tr.v. cat��e��go��rized, cat��e��go��riz��ing, cat��e��go��riz��esTo put into a category or categories; classify.cat and organize the competencies. 3. Develop an instrument that uses aLikert scale Likert scaleA subjective scoring system that allows a person being surveyed to quantify likes and preferences on a 5-point scale, with 1 being the least important, relevant, interesting, most ho-hum, or other, and 5 being most excellent, yeehah important, etc . 4. Establish the sample of experts. 5. Collect data. 6.Analyze data in terms of the purpose for which the competencies will beused.Identification of Transition CompetenciesThe first phase of this research study was the development of acomprehensive list of transition competencies. Using funded OSERSpersonnel preparation grants (transition programs) as a data source oftransition competencies, Baker and Geiger (1988) classified 636competencies into 14 competency domains (Table 1). Baker and Geiger madeno attempt to combine similar competencies, to reduce the total numberof competencies, or to validate them. These competencies and clustersformed the primary source for the present study. In addition, weidentified 29 general transition specialist competency areas through areview of transition personnel preparation literature (Chadsey-Rusch,1988; Cobb, Hasazi, Collins, & Salembier, 1988; Daniels, 1987; Finch& Asselin, 1984; Halpern, 1985; Johnson, D. R., Bruininks, &Thurlow, 1987; Moore, Fifield, Spira, & Scarlato, 1989; Nisbet,1988; Renzaglia, 1986; Sileo, Rude, & Luckner, 1988; Szymanksi &King, 1989; Weisenstein, 1986; West, 1988). We compared these competencyareas and integrated specific competencies into the revised competencylists.[TABULAR DATA OMITTED]Categorization and Organization ofthe CompetenciesWe used content analysis data-reduction methods to reduce the numberof competencies in the original list to 135 competencies. Usingdata-reduction and categorization methods, we reassessed the domainsidentified by Baker and Geiger (1988). We then developed new domainheadings, using Patton's (1980) suggested procedure for developingcategory systems by first grouping competencies to establish"internal homogeneity HomogeneityThe degree to which items are similar. ." Next, we chose domain headings toreflect the competencies as a whole. Last, we compared the headings toensure that "external homogeneity" or clear differencesbetween the domain headings existed. Twelve experts representing highereducation personnel, administrators, and practitioners knowledgeable inthe field of transition provided feedback on the specific 135competencies and domains. The feedback addressed phraseology phra��se��ol��o��gy?n. pl. phra��se��ol��o��gies1. The way in which words and phrases are used in speech or writing; style.2. , clarity,and categorization.This process resulted in a reduced list of 116 competencies within 12categorical That which is unqualified or unconditional.A categorical imperative is a rule, command, or moral obligation that is absolutely and universally binding.Categorical is also used to describe programs limited to or designed for certain classes of people. domains (Table 2). Figure I shows the specific steps we tookto arrive at the final competency list.[TABULAR DATA OMITTED]Developing the InstrumentThe development of the transition specialist practitioner (TSP)survey included a section on demographic and descriptive data concerningthe roles and training needs of the populations sampled, as well as thecompetency validation section. Domain labels were included within thecompetency validation section of the survey to provide a context forresponse to the individual competencies. The competency validationsection asked respondents to respond to a 5-point Likert scale for eachcompetency statement. Respondents were asked to differentiatecompetencies that they viewed as essential for effective performance intheir respective transition specialist role according to according toprep.1. As stated or indicated by; on the authority of: according to historians.2. In keeping with: according to instructions.3. the followingscale.1 = Not essential to the role of transition specialist 2 = Minimalimportance to the role of transition specialist 3 = Important skill forthe transition specialist 4 = Very important skill for the transitionspecialist 5 = Absolutely critical to the role of transition specialistThe final survey instrument was 10 pages long. We collected datathrough a mall survey.Establishing the Sample of ExpertsWe identified state-level administrators responsible for transitionactivities in vocational rehabilitation for each state and the Districtof Columbia District of Columbia,federal district (2000 pop. 572,059, a 5.7% decrease in population since the 1990 census), 69 sq mi (179 sq km), on the east bank of the Potomac River, coextensive with the city of Washington, D.C. (the capital of the United States). through the Higher Education and the Handicapped (HEATH)Resource Directory of Transition Specialists. We used the StateEducation Personnel Directory from Planning a Needs AssessmentManagement System (PANAMS) to identify state-level administratorsresponsible for transition in special education. We identifiedstate-level vocational special needs administrators through a listprovided by the federal office of Vocational and Adult Education The Office of Vocational and Adult Education (OVAE) is a subdivision of the United States Department of Education. OVAE falls under the supervision of the Undersecretary, who oversees policies, programs and activities related to vocational and adult education, postsecondary . Whenmore than one administrator's name was listed, we chose the name atrandom.We sent a personalized letter to 153 administrators (51 fromvocational rehabilitation; 51 from vocational special needs education;and 51 from special education) from all 50 states and the District ofColumbia. In this letter, we asked administrators to nominate twopractitioners affiliated with their agency who were currentlyfunctioning in a TSP's role. Administrators actually provided fromone to three names; some administrators nominated the same person. Wereceived 196 different nominations from administrators representing 48states and the District of Columbia. These comprised the survey sample.Data CollectionA total of 149 completed surveys (78% response rate) were returnedfrom transition specialists in 48 states and the District of Columbia.Respondents were asked to identify themselves as practitioners oradministrators, and to indicate if they had practitioner experience.Forty-seven (47) respondents identified themselves as administrators;and of these 47, 15 had never held responsibilities as TSPs. Therefore,these 15 surveys were excluded from the final data analysis. Theremaining 134 survey responses, representing 41 states and the Districtof Columbia, were analyzed.Of these 134 respondents, 40% identified their role as a directservice provider; 34% described their role as a combination ofadministration and direct service; and 26% were currently inadministrative positions but had previous experience in direct serviceroles. Twenty-seven percent were from vocational rehabilitation, 38%from vocational special needs education, and 34% from special education(1% did not identify a discipline affiliation; these responses wereincluded only in total sample analyses). Respondents served the fullrange of people with disabilities. Forty-nine percent of the respondentsreported working with people with severe disabilities, and 84% of therespondents reported working with young people identified as having alearning disability, emotional disability, mild mental retardation mental retardation,below average level of intellectual functioning, usually defined by an IQ of below 70 to 75, combined with limitations in the skills necessary for daily living. , orspeech/language impairment.The sample was composed of 42% males and 56% females (2%nonresponse). The majority (82%) of the sample population was between 30and 50 years of age. All participants held a minimum of abachelor's degree, with 74% holding a masters degree and 5% adoctoral degree. Fifty percent of respondents had been in their currenttransition specialist position for 3 years or less, although more than65% of respondents had been working in their respective fields for morethan 10 years.RESULTSWe used the respondents' Likert scale ratings to calculatedescriptive statistics descriptive statisticssee statistics. for each of the 116 competencies and 12 domains.Individual competencies receiving a mean rating of 3.0 or higher weredefined as meeting the criteria of an essential competency. Competenciesfalling below the cut-off of 3.0 were analyzed for scatter influences onratings. Competencies were ranked within domains based on competencymean values. Competency domains were ranked based on group mean values.We identified essential competency areas as those competency domainsreceiving group means above 3.0.The mean for each competency was derived from the rankings by theTSPs. We used these means to establish a rank order of the competencies.A total of 112 of the 116 identified competencies received a mean ratingabove 3.0, the established criterion for classification as an essentialcompetency for TSPs. Table 3 shows the 20 highest-rated competencies.[TABULAR DATA OMITTED]The data indicated that TSPs perceived most of the identifiedcompetencies as either very important or critical to their role. Morethan 60% of the respondents ranked the top 12 competencies as criticalskills. In addition, 80/116 competencies had modal ratings of 5,representing a critical competency rating. A total of 64 of theidentified competencies received an overall mean rating at or above 4.0,with a standard deviation below 1.0 on 60 of these. Four competencies(ranked 1, 2, 4, and 14) were unanimously rated at 3.0 or above (ratingsof important, very important, or critical). Competencies ranked 1 and 2both demand a high level of interpersonal communication Interpersonal communication is the process of sending and receiving information between two or more people. Types of Interpersonal CommunicationThis kind of communication is subdivided into dyadic communication, Public speaking, and small-group communication. skills. Skillsfor the fourth-ranked competency include familiarity with local andstate resources, and competency 14 demands an awareness of disabilitycategories and employment issues.Figure 1Steps Used for Competency Content Analysis and Data ReductionStep 1. All competencies within a given domain (as defined by Baker& Geiger, 1988) were reviewed, and themes or"subcategories" within that domain were identified. Step 2.All competencies within that domain were then classified into one of theidentified subcategory sub��cat��e��go��ry?n. pl. sub��cat��e��go��riesA subdivision that has common differentiating characteristics within a larger category. areas. Original wording was maintained. Step 3.Individual competencies within the subcategories were reviewed, and keyphrases or words were identified which illustrated the primary intent ofthe competency. Step 4. Key phrases and words compared, andsubcompetencies were organized by similar intent and concept. Step 5.Competencies were combined when the comparison revealed the intent ofeach was the same. Rewording re��word?tr.v. re��word��ed, re��word��ing, re��words1. a. To change the wording of.b. To state or express again in different words.2. of the competences was initiated withinthis step. Step 6. Competencies were eliminated when the skillidentified was included within standing competenciesor if the skilllevel required for that competency statement would be prerequisite to anidentified higher skill level competency. Step 7. Competencies werereworded for grammatical ease, operationalism operationalismIn the philosophy of science, the attempt to define all scientific concepts in terms of specifically described operations of measurement and observation. , and clarity. Step 8. Eachdomain content analyzed was reviewed and revised after a minimum of 24hours. Competencies not maintaining the functional intent of the domainwere reassigned to other domains. Domains were combined or renamed tocreate domains, with more evenly distributed numbers of competenciesreflecting the domain title. Step 9. Competencies from the literaturewere compared to and integrated into the derived list. One hundredthirty-five Adj. 1. one hundred thirty-five - being five more than one hundred thirty135, cxxxvcardinal - being or denoting a numerical quantity but not order; "cardinal numbers" (135) competencies and 12 competencies domains wereestablished. Step 10. Twelve experts representing higher educationpersonnel, administrators, and practitioners knowledgeable in the fieldof transition provided feedback on the specific 135 competencies and 12domains. The feedback addressed phraseology, clarity, andcategorization.Only four competencies received mean ratings below 3.0, and thereforedid not meet the criteria set to qualify as an essential competency. Twoof these competencies related to developing and conducting research,most likely an infrequent task of TSPs. One competency related todesigning specific instructional plans and this lower rating may reflectthe TSP's focus on coordination of services rather than on directinstruction.As shown in Table 4, we ranked competency domains based on the group(N= 134) mean for each domain. The group means for each of theidentified 12 domains exceeded 3.0, the criterion for being rated as anessential competency domain area. The domain of "knowledge ofagencies and system change" ranked as the top domain, based ongroup means. The domain containing competencies related to"curriculum, instruction, and learning theory" received thelowest ranking.[TABULAR DATA OMITTED]DISCUSSIONAlthough the differences between domains means were slight, the topthree ranked competency domains primarily reflect skills related tocoordination, communication, and collaboration of transition services,rather than direct client services. Further examination of thehighest-ranked competencies within these domains finds that theyparallel many of the skills cited in the literature as crucial tointerdisciplinary functioning. These skills include collaboration,ability to facilitate change, a working knowledge of other"team" members' skills and their roles, functionalknowledge of agency practices, and effective interpersonal communicationskills.Although all domains were ranked as essential, the four domainsranked lowest contained overall lower-rated competencies. Skills inthese areas are perceived as important, but perhaps not as consistentlycritical to the role of transition specialist practitioner. Thecompetency domain curriculum, instruction, and learning theory"ranked lowest. This suggests that direct service competencies such asinstructional skills in functional, academic, or independent livingskills are not viewed as equally important by all transition specialistpractitioners. Perhaps these areas constitute specialty areas where aworking knowledge of these skills is needed by the transition specialistpractitioner, but the direct application of these important skills isperformed by someone else.Seven competency domains emerged as central to the role of transitionspecialists. The majority of transition specialist practitioners in thisstudy rated most competencies within these 7 domains as either veryimportant or critical to their role as transition specialists. Eventhough all 12 domains received essential ratings, it is these 7 thatseem to represent a core of critical competencies:* Knowledge of Agencies and Systems Change * Development andManagement of Individualized in��di��vid��u��al��ize?tr.v. in��di��vid��u��al��ized, in��di��vid��u��al��iz��ing, in��di��vid��u��al��iz��es1. To give individuality to.2. To consider or treat individually; particularize.3. Transition Plans * Working with Others in the Transition Process *Vocational Assessment and Job Development * Professionalism, Advocacy,and Legal Issues * Job Training and Support * Assessment (General)The nature of the competencies within this possible core ofcompetency domains is also interesting. Competencies that are groundedin skills of communication, collaboration, and consultation dominate thehighest competency rankings. Transition specialists identified theimportance of these skills in relating to relating torelate prep → concernantrelating torelate prep → bez��glich +gen, mit Bezug auf +accother professionals, families,and clients. Competencies to provide direct transition services also arefound in this cluster. The highest-rated direct service competenciestend to be job assessment, placement, and support services support servicesPsychology Non-health care-related ancillary services–eg, transportation, financial aid, support groups, homemaker services, respite services, and other services , rather thandirect instructional training, regardless of whether this training isoccupational, functional, or academic. Many transition specialistcompetencies that focus on systematic instruction and delivery are foundwithin the literature.The results of this study suggest that although it may be importantfor the transition specialist to be skilled in these directinstructional areas, many transition practitioners do not rate thesecompetencies as very important or critical to their current role. Therole of transition specialist, defined by this study, suggests a rolethat provides the coordination among those involved in the transitionprocess, rather than the traditional role of a direct service provider.Transition has been touted as an interdisciplinary concept.Policymakers and transition program developers have called on agenciesto work together in the transition process. Researchers in transitionissues persistently investigate interagency cooperation andeffectiveness. It is not surprising that interdisciplinary skills wererated as important by the transition specialists who evaluatedcompetencies in the present study. It is interesting to examine thecompetencies that comprise those rated highest and to find that they arepredominantly focused on skills critical to interdisciplinaryfunctioning. Transition specialists across disciplines demonstrated ahigh degree of agreement as to the importance of these skills ininterdisciplinary functioning. Petrie (1976) contends that, at aminimum, members working on an interdisciplinary team interdisciplinary team,n a group that consists of specialists from several fields combining skills and resources to present guidance and information. should haveknowledge of the other members' "cognitive maps"; thissame concept is described by Golin and Ducanis (1981) as "frames ofreference." Transition specialists rated competencies that providesuch frames of reference as very important or critical to their role.Examples of these competencies include knowledge of the (a) servicesoffered by others in the transition process, (b) eligibility criteriaused, and (c) roles and responsibilities of various members of thetransition team.Interpersonal skills "Interpersonal skills" refers to mental and communicative algorithms applied during social communications and interactions in order to reach certain effects or results. The term "interpersonal skills" is used often in business contexts to refer to the measure of a person's ability are primary to interagency efforts. (Johnson, H.W, McLaughlin, & Christensen, 1982; Moore, Fifield, Spira, &Scarlato, 1989). Likewise, D. R. Johnson, Bruininks, and Thurlow (1987)suggested that process skills were critical for interdisciplinarytransition planning. Transition specialists identified such skills ascritical to their role. The domain containing competencies relating toworking with others in the transition process contained competencieswhich were among the highest rated. "Utilizing effectiveinterpersonal/communication skills" was rated as a critical skillby 84% of the respondents and was the highest rated of all competencies.Competencies associated with problem-solving and systems changeactivities were also highly rated by transition specialists. Skills ofcollaboration, facilitation FacilitationThe process of providing a market for a security. Normally, this refers to bids and offers made for large blocks of securities, such as those traded by institutions. , and coordination were also among thehighestrated competencies.The top-rated domains and competencies from the validated knowledgebase for transition specialists would be a logica core from which todevelop comprehensive graduate training programs for transitionspecialists. It is unclear whether the essential competencies are beingaddressed within university training programs for transition personnelor within staff development inservice programs. We need additional datato determine the extent to which the essential competencies are beingaddressed and the priority assigned them within the following programs:* Transition specialist training programs inhigher education. * Discipline-specific training programs, such asvocational rehabilitation counseling rehabilitation counseling,n counseling started in the United States in 1920 to assist individuals disabled by industrial accidents; originally included physical, psychologic, and occupational training; expanded over the next 70 years and laid the , vocationalspecial needs, and secondary special education. * Inservice programssponsored through theagencies at the state and local level.According to some competency-based education theorists (Lilly, 1979;Shores, Cegalka, & Nelson, 1973), the true validation of thesetransition specialist practitioner competencies would occur when itcould be established that acquisition of these competencies, in fact,led to improved and more effective services for youths withdisabilities. Therefore, outcome-based program evaluation Program evaluation is a formalized approach to studying and assessing projects, policies and program and determining if they 'work'. Program evaluation is used in government and the private sector and it's taught in numerous universities. research withtransition specialist practitioner training should be conducted.Respondents to this survey commented that a single individual may notpossess all the competencies important to an effective transitionprocess. The respondents echoed the call for a team approach where theteam together possesses the needed skills.The results of this study provide a validated knowledge base fortransition specialist practitioners, an important step in theprofessionalization pro��fes��sion��al��ize?tr.v. pro��fes��sion��al��ized, pro��fes��sion��al��iz��ing, pro��fes��sion��al��iz��esTo make professional.pro��fes of the role of transition specialist. This knowledgebase represents a blend of skills from the disciplines of specialeducation, vocational education, and vocational rehabilitation.Competencies that facilitate functioning within an interdisciplinaryframework predominate those rated highest. The challenge remains, withinthese three fields, to accept this paradigm shift and to develop theskills of professionals so that they attain important transitionspecialist competencies. The achievement of improved postschool outcomesfor youth and young adults with disabilities rests with ourprofession's willingness to develop and apply theseinterdisciplinary skills.REFERENCESBaker, B. C., & Geiger, W L. (1988). Preparing transitionspecialists: Competencies from thirteen programs. Paper distributed byDissemin Action. (ERIC Reproduction Services ED 306 755). Chadsey-Rusch,J. (1988). Personnel preparation for leadership in transition: Ensuringsuccessful transition outcomes. Journal for Vocational Special NeedsEducation, 11(1), 29-32. 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The many facetsof self-determination. national Information Center for Children andYouth with Handicaps: Transition Summary, 5, 2-3. Weisenstein, G.(1986), March). Preservice implications for secondary education:Preparing teachers to enhance the transition effort. Interchange, 6(3),2-5.West, L. (1988). Designing, implementing, and evaluating transitionprograms. The Journal for Vocational Special Needs Education, 11(1),23-7. White, P.H., & Shear, E. S. (1992). Transition/job readinessfor adolescent with juvenile arthritis Juvenile ArthritisDefinitionJuvenile arthritis (JA), also called juvenile rheumatoid arthritis (JRA), refers to a number of different conditions, all of which strike children, and all of which have immune-mediated joint inflammation as their major and other chronic illness.Perspectives in Pediatric pediatric/pe��di��at��ric/ (pe?de-at��rik) pertaining to the health of children. pe��di��at��ricadj.Of or relating to pediatrics. Rheumatology rheumatology/rheu��ma��tol��o��gy/ (-tol��ah-je) the branch of medicine dealing with rheumatic disorders, their causes, pathology, diagnosis, treatment, etc. rheu��ma��tol��o��gyn. , 19(33), 23-27.ABOUT THE AUTHORSSHARON HALL DEFUR (CEC (Central Electronic Complex) The set of hardware that defines a mainframe, which includes the CPU(s), memory, channels, controllers and power supplies included in the box. Some CECs, such as IBM's Multiprise 2000 and 3000, include data storage devices as well. #271), Specialist, Office of Special EducationServices, Virginia State Department of Education, Richmond, JULIANA M.TAYMANS (CEC #49), Professor of Special Education, Department of TeacherPreparation and Special Education, The George Washington University,Washington, DC.Address correspondence to Sahron deFur, Specialist, Office of SpecialEducation Services, Virginia Department of Education, P.O. Box 2120,Richmond, Virginia Richmond IPA: [ɹɯʒmɐnɖ]is the capital of the Commonwealth of Virginia, in the United States. 23216.Manuscript received April 1993; revision accepted January 1995.