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ERIC Number: ED552539
Record Type: Non-Journal
Publication Date: 2013
Pages: 160
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5360-5
ISSN: N/A
An Exploration into the Expansion of the Transition Program to Meet the Needs of Students with Cognitive Impairments
Codey, Emily
ProQuest LLC, Ed.D. Dissertation, College of Saint Elizabeth
The purpose of this mixed methods action research study was to collect data in order to expand the current transition program in place for students with cognitive impairments. Qualitative and quantitative data was collected from district stakeholders regarding the current transition program in place for students with cognitive impairments. In addition, district stakeholders as well as members of the Transition Coordinators' Network of New Jersey were asked to detail what supports, services, conditions, and programs were needed to create and implement an effective transition program for students with cognitive impairments. Results from the data collected from district stakeholders indicated that the current transition program for students with cognitive impairments needed to change. Specifically, district employees indicated that they would like to see the following areas of the transition program expanded and/or modified: employment, community based instruction, stakeholder involvement, curriculum, and budget. Data from both district stakeholders as well as members of the Transition Coordinators' Network of New Jersey specified suggestions for expansion and improvement of the district's transition program. Stakeholders indicated that the following components are necessary in order to create an effective transition program for students with cognitive impairments: participation of community agencies, the use of a life skills/functional curriculum, self-advocacy skill instruction, an accessible budget, IEP transition planning, community based instruction, and access to employment opportunities. Recommendations were made for the district's transition program for students with cognitive impairments. These recommendations included: increasing community based instructional experiences as well as employment opportunities, providing self-advocacy instruction and a life skills curriculum, utilizing parent, student, and district personnel training and workshops, increasing stakeholder involvement within IEP meetings, and creating an accessible budget for the class for students with cognitive impairments. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey