Competencies of Teachers of Students with Intellectual Disability in Transition Services: A Literature Review

Abstract

This literature review examines the competencies of teachers working with students with intellectual disabilities in transition services. It highlights the concept of transition services, their history, and their importance in supporting students’ transitions from school to post-secondary life. The paper discusses key elements such as planning for transition services and factors contributing to their success. It explores the professional competencies teachers must possess, including knowledge, skills, and strategies to deliver effective transition services. Additionally, the review analyzes previous studies on teacher competencies, identifying gaps in professional preparation. The discussion concludes with recommendations and suggestions aimed at enhancing teacher training and improving outcomes for students with intellectual disabilities in transition services.