國立虎尾科技大學 |

Transition Education Designees' Perceptions of Implementing Effective Transition Services for High School Students With Autism Spectrum Disorder.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Transition Education Designees' Perceptions of Implementing Effective Transition Services for High School Students With Autism Spectrum Disorder./
Author:	Kososki, Cynthia.
Description:	1 online resource (130 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: B.
Contained By:	Dissertations Abstracts International85-08B.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9798381701753

Transition Education Designees' Perceptions of Implementing Effective Transition Services for High School Students With Autism Spectrum Disorder.
Kososki, Cynthia.

Transition Education Designees' Perceptions of Implementing Effective Transition Services for High School Students With Autism Spectrum Disorder. - 1 online resource (130 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: B.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381701753Subjects--Topical Terms:

567627
Special education.
Subjects--Index Terms:

AutismIndex Terms--Genre/Form:

554714
Electronic books.

Transition Education Designees' Perceptions of Implementing Effective Transition Services for High School Students With Autism Spectrum Disorder.
LDR:03143ntm a22003977 4500 001 1145383
005 20240618081834.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381701753
035 $a (MiAaPQ)AAI30992798
035 $a AAI30992798
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kososki, Cynthia. $3 1470686
245 1 0 $a Transition Education Designees' Perceptions of Implementing Effective Transition Services for High School Students With Autism Spectrum Disorder.
264 0 $c 2024
300 $a 1 online resource (130 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: B.
500 $a Advisor: Johnson, Kevin.
502 $a Thesis (Ed.D.)--Walden University, 2024.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Educational sociology. $3 555555
650 4 $a Developmental psychology. $3 557458
650 4 $a Disability studies. $3 809395
653 $a Autism
653 $a Transition education designees
653 $a Autism spectrum disorders
653 $a Social change
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0620
690 $a 0201
690 $a 0340
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertations Abstracts International $g 85-08B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30992798 $z click for full text (PQDT)