Teacher Knowledge and Perceptions of Transition Protocols for Students with Disabilities
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| Title: | Teacher Knowledge and Perceptions of Transition Protocols for Students with Disabilities |
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| Language: | English |
| Authors: | Burroughs, Alison Camille |
| Source: | ProQuest LLC. 2023Ed.D. Dissertation, Grand Canyon 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: | 296 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teachers, Students with Disabilities, Transitional Programs, Knowledge Level, Teacher Attitudes, Individualized Education Programs, Objectives, Vocational Schools, College Planning, Special Education Teachers, Regular and Special Education Relationship, Planning, Teacher Participation, Responsibility, Success |
| ISBN: | 979-83-7943-645-2 |
| Abstract: | The purpose of this qualitative descriptive study was to explore how teachers describe their knowledge and experiences with the transition protocols in their building, including measurable IEP goals, goal setting, and the activities associated with their goals as they work with students with high incidence disabilities on their post-secondary outcomes (e.g., college, employment, or vocational training) in a Mid-Atlantic vocational school district. The theoretical framework grounding this study included social cognitive career, civil rights, and transition theories. The study addressed two questions: How do teachers describe their knowledge of the transition protocols (Transition survey, IEP goals, and activities) within their building? And how involved with post-secondary planning are the general and special education teachers in the district? There were 45 classroom teachers who participated in the study. Each of these teachers returned a completed questionnaire and five of these teachers were selected to participate in the focus group. Using Braun and Clarke's six-steps of thematic analysis, this study found that teachers' knowledge and experiences with transition survey, measurable IEP goals, and goal attainment as they work with students with high incidence disabilities in their post-secondary outcomes centered around the following four themes: (a) teacher responsibilities in the process, (b) student responsibilities in the process, (c) teacher perceptions, and (d) vocational education. The study may encourage school districts to restructure professional development to include more detailed strategies and guidance specific to transition and other special education laws. [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: | 2023 |
| 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:30423717 |
| Accession Number: | ED633506 |
| Database: | ERIC |
| Abstract: | The purpose of this qualitative descriptive study was to explore how teachers describe their knowledge and experiences with the transition protocols in their building, including measurable IEP goals, goal setting, and the activities associated with their goals as they work with students with high incidence disabilities on their post-secondary outcomes (e.g., college, employment, or vocational training) in a Mid-Atlantic vocational school district. The theoretical framework grounding this study included social cognitive career, civil rights, and transition theories. The study addressed two questions: How do teachers describe their knowledge of the transition protocols (Transition survey, IEP goals, and activities) within their building? And how involved with post-secondary planning are the general and special education teachers in the district? There were 45 classroom teachers who participated in the study. Each of these teachers returned a completed questionnaire and five of these teachers were selected to participate in the focus group. Using Braun and Clarke's six-steps of thematic analysis, this study found that teachers' knowledge and experiences with transition survey, measurable IEP goals, and goal attainment as they work with students with high incidence disabilities in their post-secondary outcomes centered around the following four themes: (a) teacher responsibilities in the process, (b) student responsibilities in the process, (c) teacher perceptions, and (d) vocational education. The study may encourage school districts to restructure professional development to include more detailed strategies and guidance specific to transition and other special education laws. [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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| ISBN: | 979-83-7943-645-2 |
