| Family involvement is increasingly seen as one of the most critical keys to successful postschool outcomes for students with disabilities, yet there has been an overall lack of attention to family involvement strategies among secondary special education teachers. Therefore, the purpose of this study was to enhance the knowledge and competency of these teachers in working with families, including those from culturally and linguistically diverse (CLD) backgrounds during transition planning through online training modules. In addition, this study examined how the online training modules affected teachers' attitudes toward working with families.; To this end, an experimental study with a pretest-posttest control group design was conducted. The initial sample for the study consisted of 85 secondary special educators who were randomly assigned to an experimental group and a control group. However, only 53 completed the study. Three instruments (i.e., two content knowledge tests, Working with Families Survey, and Working with CLD Families Survey) were developed for the purpose of the study. These instruments have undergone research-based procedures to ensure their reliability and validity. This study used two online training modules developed by the Transition Coalition as the intervention. To analyze the data from the study, several statistical techniques were employed, including descriptive analysis, chi square test, Chrobach coefficient alpha, t-tests, and analysis of covariance. The results of the data analyses indicated that the online training modules were effective in enabling teachers to enhance their professional knowledge of family partnership practices during transition. Also, the study found that the experimental group teachers did not feel significantly more competent in working with families than their counterparts; however, they felt more competent in working with CLD families after taking the online training modules. Finally, this study found that all the participants perceived collaboration with families, including those from CLD backgrounds, as very important regardless of the online training they received. One finding of this study also showed the concern of high dropout rates. The discussion of these findings and implications for online professional development were discussed in detail. Also, recommendations for future study as well as the limitations of the study were addressed. |
