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ERIC Number: ED514624
Record Type: Non-Journal
Publication Date: 2010
Pages: 201
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-1145-5
Perceptions of Administrators, Special Education Teachers, and General Education Teachers Concerning the Diploma Decision-Making Process for Students with Disabilities
Hybl, Kathleen
ProQuest LLC, Ed.D. Dissertation, The College of William and Mary
This study examined the perceptions of secondary IEP team members (i.e., administrators, special education teachers, and general education teachers) from one Virginia school district regarding the diploma decision-making process for students with disabilities. Using a qualitative, multi-case approach incorporating three phases of analysis (i.e., within case, cross-case, and axial coding), three major themes emerged: (1) positive accountability influences to the diploma decision-making process, (2) facing challenges to the diploma decision-making process, and (3) commitment to student success in the diploma decision-making process. Cases reported that state testing and the diploma decision process as interconnected using multiple resources to assist the IEP team with the diploma decision. In addition, the study revealed other factors associated with the diploma decision-making process. First, participants expressed a variety of roles, with administrators and special educators reporting the greatest number of responsibilities. Next, participants spoke about ethical concerns concerning the diploma decision-making process such as the credibility of non-standard diplomas in relation to post-secondary goals and opportunities Finally, participants shared a variety of success strategies that assisted students with their graduation goals. Implications for professional practice include the recommendation for additional professional development about (a) assessment selection and diploma consequences; (b) collaboration for both IEP/transition goals and diploma choice; and (c) early student supports to avoid late diploma type changing. Recommendations for future research include (a) identifying the conditions for diploma changes if the student is considering dropping out, (b) studying the relationship between alternative assessments on diploma types, and (c) investigating the impact school schedules make on diploma choice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia