Date of Conferral

2-16-2024

Date of Award

February 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kevin Johnson

Abstract

This project study focused on the inconsistencies in transition planning for students with autism spectrum disorders (ASD) by teachers serving as transition education designees (TEDs) in a specific local region of a southern state. Guided by Schlossberg’s transition theory, the purpose of this study was to gain an understanding of the perceptions of teachers serving as TEDs in a southern state regarding the challenges and resources needed for transitioning students with ASD in that region. The research questions addressed in this study included the TED’s perceptions of implementing effective transition services for students with ASD and the perceived challenges they face when implementing such services. The project study design employed a basic qualitative design approach and involved a sample of 12 education professionals who had been appointed as the TED for the local education agency in the specific region. Data were collected through semi structured interviews conducted with participants. The data were analyzed using open coding, axial coding, and thematic analysis. Results from these analyses indicated that a collaborative approach to professional development between relevant identified stakeholders has the strongest impact on transition program planning and success. Students with ASD can benefit when TEDs can identify their areas of need, collaborate with parents and employers, and combine this information to enhance their ability to implement effective, consistent transition services. Positive social change is apparent as effective, consistent transition programs for students with ASD are implemented and measured through employment success and postsecondary outcomes data.

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