Special Educators' Confidence and Training in Effective Transition Practices: A Statewide Assessment

Despite federal legislation mandating transition services, students with disabilities continue to experience significantly poorer postschool outcomes compared to their peers without disabilities. This study examined special educators' confidence and knowledge in implementing evidence-based and research-based transition practices (effective practices) and facilitating community connections in a single state. We administered a 121-item survey to 185 special education teachers across 57 Tennessee school districts. Participants rated their confidence in implementing 27 effective practices and connecting students to nine community supports and opportunities. Training history and professional development preferences were also assessed. Results revealed substantial gaps in educator confidence and preparation. Only one effective practice achieved majority confidence; confidence in connecting students to community supports was similarly low. Moreover, teachers reported receiving no training on 25 of 27 effective practices examined. When training was received, it occurred predominantly through in-service rather than pre-service preparation. Findings highlight the urgent need for systematic professional development targeting effective transition practices, enhanced pre-service preparation programs, and sustained implementation support through mentorship or coaching.