國立虎尾科技大學 |

Understanding Administrators' Perceptions on Transition Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Understanding Administrators' Perceptions on Transition Education./
作者:	Samples, Jessica R.
面頁冊數:	1 online resource (121 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355814040

Understanding Administrators' Perceptions on Transition Education.
Samples, Jessica R.

Understanding Administrators' Perceptions on Transition Education. - 1 online resource (121 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ph.D.)--Walden University, 2018.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355814040Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Understanding Administrators' Perceptions on Transition Education.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Peggy Locke.
502 $a Thesis (Ph.D.)--Walden University, 2018.
504 $a Includes bibliographical references
520 $a 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.
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