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Understanding Administrators' Perceptions on Transition Education

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Title: Understanding Administrators' Perceptions on Transition Education
Language: English
Authors: Samples, Jessica R.
Source: ProQuest LLC. 2018Ph.D. Dissertation, Walden University.
Availability: 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
Peer Reviewed: N
Page Count: 121
Publication Date: 2018
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Administrator Attitudes, Transitional Programs, Educational Legislation, Disabilities, Federal Legislation, Equal Education, Qualitative Research, Interviews, Administrators, Systems Approach, Models, Special Education
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
Abstract: Transition education is a required component of the Individuals with Disabilities Education Information Act of 2004, and all students who have disabilities must have a transition education plan to prepare them for life after high school. However, there are no definitive standards for transition programs, and it is unclear how administrators with successful transition education programs support those programs to make them successful. The purpose of this qualitative interview study was to examine how administrators of successful programs perceive transition education programs. Systems theory provided the framework for this study because administrators can impact the entire special education system by acting on their beliefs. The participants were 6 administrators from 2 different schools with successful transition programs. Two interviews with each participant were used to gather data. Data were coded using open coding and analyzed to find emerging themes. Results indicated that administrators at these 2 school sites provided various support to help their programs be successful, including funding and decision-making assistance. The administrators had a positive perception of transition education outcomes, with the belief that such programs are important and needed by students with disabilities. This study contributes to research by indicating that administrators with successful transition programs make the programs' success a priority, working to gain various support for the programs and benefiting the students who need these programs. [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.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10784489
Accession Number: ED584956
Database: ERIC
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  Data: Transition education is a required component of the Individuals with Disabilities Education Information Act of 2004, and all students who have disabilities must have a transition education plan to prepare them for life after high school. However, there are no definitive standards for transition programs, and it is unclear how administrators with successful transition education programs support those programs to make them successful. The purpose of this qualitative interview study was to examine how administrators of successful programs perceive transition education programs. Systems theory provided the framework for this study because administrators can impact the entire special education system by acting on their beliefs. The participants were 6 administrators from 2 different schools with successful transition programs. Two interviews with each participant were used to gather data. Data were coded using open coding and analyzed to find emerging themes. Results indicated that administrators at these 2 school sites provided various support to help their programs be successful, including funding and decision-making assistance. The administrators had a positive perception of transition education outcomes, with the belief that such programs are important and needed by students with disabilities. This study contributes to research by indicating that administrators with successful transition programs make the programs' success a priority, working to gain various support for the programs and benefiting the students who need these programs. [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.]
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      – Text: English
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        PageCount: 121
    Subjects:
      – SubjectFull: Administrator Attitudes
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      – SubjectFull: Transitional Programs
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Disabilities
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Qualitative Research
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      – SubjectFull: Interviews
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      – SubjectFull: Administrators
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      – SubjectFull: Systems Approach
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      – SubjectFull: Models
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      – SubjectFull: Special Education
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      – SubjectFull: Individuals with Disabilities Education Act
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      – TitleFull: Understanding Administrators' Perceptions on Transition Education
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