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ERIC Number: ED521679
Record Type: Non-Journal
Publication Date: 2010
Pages: 167
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-0177-1
ISSN: N/A
The Relationship between High School Transition Services for Students with Significant Disabilities and Employment Effectiveness
Johnson, Stephanie M.
ProQuest LLC, Ed.D. Dissertation, Walden University
This study investigated parental perceptions of high school transition services. Experiential learning theory that emphasizes the use of hands-on learning for students with disabilities served as the theoretical framework. The cross-sectional, correlational design explored parental perceptions about the effectiveness of their children's high school transition services within 4 years of exiting high school. A random sample of 99 parents in the southern Arizona region were surveyed using the researcher-created Parent Perceptions of Secondary Transition Services Questionnaire (PPSTSQ) to assess the perceived effectiveness of high school transition services. A pilot study demonstrated excellent internal consistency reliability of the PPSTSQ and its variables, and the validity of the pilot instrument was supported via a panel review conducted by 3 experts in the field of special education. Pearson's correlation analyses were used to demonstrate significant bivariate links between the PPSTSQ variables of schooling transition services (STS), career and preparatory experiences, youth development and leadership services, family involvement services, and connective activities services (CAS) to perceived student vocational effectiveness (SVE). A multiple linear regression analysis was used to control for multicolinearity among the variables in predicting SVE and revealed the primacy of the CAS variable in predicting parental perceptions of SVE. The results showed that higher levels of STS were associated with increased parental perceptions of student effectiveness and parental satisfaction. The study contributes to social change by providing empirical evidence to inform educational decision making about effective STS, thus leading to greater vocational opportunities for students with significant disabilities. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona