The problem of this study was to identify professional competencies considered essential for the generic special educator. The purpose of this study was to identify competencies essential to the successful performance of a generic special educator to be used in the development of special education personnel. The identified competencies were utilized in the newly developed competency-based generic special education program at North Texas State University. To accomplish this study, a non-proportional stratified random sample of fifty-one school districts was selected from Regions VII, VIII, X, and XI. An instrument was developed, pilot tested, and revised. The instrument was administered to the sample of selected professional personnel within each selected school district. Descriptive data from the questionnaire were compiled and presented in tables by position and sub-group. The Pearson Product Moment Correlation Coefficient was applied as a measure of association among the various sub-groups on the basis of the rank ordering of items. In order to determine significant differences among sub-groups on the variable of importance of competency item, analyses of variance were calculated. Trainability ratings were analyzed using the chi square test of independence to test the degree of agreement of training environment among the four sub-groups.

The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL …

This study examined differences in retention, graduation, and dropout between students in grades 9-12 in special education and regular education in the state of Texas for school years 1992-93 through 1995-96. The purpose was to gather information regarding the possible adverse effects of increased academic standards and mandatory testing on students with disabilities. The results indicate that when compared to students in regular education, students with disabilities are significantly more likely to be retained and are not experiencing the same decline in dropout rates as regular students. There is no indication that students with disabilities have been adversely affected by school reform but the size of the school district may play a significant role in whether or not students with disabilities dropout of school.