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ERIC Number: ED537660
Record Type: Non-Journal
Publication Date: 2012
Pages: 176
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2671-2047-2
ISSN: N/A
Transition Directors, Teachers, and Parents Perceptions of a Transition Program for Persons with Disabilities
Paul-Constantin, Vincentia
ProQuest LLC, Ph.D. Dissertation, Walden University
Federal and state regulations were established to address the transition service needs of students with disabilities, yet many young adults with disabilities still exit high school unprepared for adult life and do not find employment. To address this concern, this qualitative case study explored the perceptions of six participants actively involved with the transition program. The conceptual framework developed by Garrison-Wade and Lehmann was used to guide the research questions and for understanding the principles and transition practices of students with disabilities. The primary research question examined how 2 transition directors, 2 teachers, and 2 parents described their experiences in preparing students with disabilities for transitioning to work and postsecondary success. Data sources included personal interviews and onsite observations. The data analysis process involved open and axial coding to identify emerging themes, patterns, and relationships relevant to understanding the perspectives of the participants. The findings indicated the transition program is needed; however, the current transition services did not translate into successful employment, postsecondary training, or independent living for the students. Although the findings did not substantiate the best approach to ensure postsecondary success, the results indicated that effective transition services should promote work, independent living, postsecondary follow up, and collaborative efforts between members of the multidisciplinary transition team, including students and parents. Implications for positive social change include better preparing of persons with disabilities to learn the academic, social, and workplace skills necessary to succeed in adult life. [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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A