Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Barry Birnbaum
Abstract
A local problem exists with transition service providers lacking the skills and knowledge necessary to effectively implement transition planning practices, ensuring youth with disabilities experience positive in-school and post school success. The purpose of this basic qualitative study was to investigate transition service provider perceptions of implementation variables that impact the transition service providers' use of evidence-based practices with youth with disabilities. Kohler, Gothberg, Fowler, and Coyle's Taxonomy for Transition Programming 2.0 was used as the conceptual framework for this study. Interview participants included 5 special educators, 4 general educators, 2 district administrators, 2 child study team members, and 2 guidance counselors. Open coding and thematic analysis were used to analyze the results from 15 participants. Themes that emerged from the results of this study were the need for professional development for educators and the need for assistance with parental engagement in the transition planning process. Results from this study may provide positive social change in the form of data to inform future professional development for schools and districts across the United States regarding how to provide meaningful transitional support to youth with disabilities.
Recommended Citation
Reeves, Jessie C., "Educator Perceptions of Transition Programming for Youth with Disabilities" (2020). Walden Dissertations and Doctoral Studies. 7951.
https://scholarworks.waldenu.edu/dissertations/7951
