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Identifying Evidence Based Transition Strategies and the Barriers to Effective Transition Planning for Students with Learning Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Identifying Evidence Based Transition Strategies and the Barriers to Effective Transition Planning for Students with Learning Disabilities./
作者:	Meade, Shawn Brooks.
面頁冊數:	1 online resource (122 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:	Dissertation Abstracts International78-08A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369684568

Identifying Evidence Based Transition Strategies and the Barriers to Effective Transition Planning for Students with Learning Disabilities.
Meade, Shawn Brooks.

Identifying Evidence Based Transition Strategies and the Barriers to Effective Transition Planning for Students with Learning Disabilities. - 1 online resource (122 pages)

Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

Includes bibliographical references

Transition planning has become an important topic in special education because it is a method for ensuring that students with disabilities are best prepared for life after high school. Students with disabilities tend to have more challenges with postsecondary success when compared to their non-disabled peers. In particular, students with learning disabilities face challenges in postsecondary school, as well as with gaining full time employment after leaving high school. Therefore, there was a need to identify the challenges that face students with learning disabilities and address how to remove these barriers in order for them to have productive lives after high school. The specific problem of interest was whether or not transition strategies such as self-determination skills, school and family collaboration, and interagency collaboration were effectively being ensuring student success when transition planning. This study consisted of a nonexperimental design which allowed for quantitative data collection by surveying special education teachers through the use of a Likert style survey instrument. The study provided special education teachers with information on which evidence-based strategies were most used. The findings were used to support the call for professional development to best address the challenges to implementing transitional strategies. Recommendation for future research centers on involving additional stakeholders, such as parents and students, as participants in the study. Also, a longitudinal study that would follow the students into the postsecondary would further create a better picture of how successful the students became through transitioning.

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

Mode of access: World Wide Web

ISBN: 9781369684568Subjects--Topical Terms:

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

554714
Electronic books.

Identifying Evidence Based Transition Strategies and the Barriers to Effective Transition Planning for Students with Learning Disabilities.
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520 $a Transition planning has become an important topic in special education because it is a method for ensuring that students with disabilities are best prepared for life after high school. Students with disabilities tend to have more challenges with postsecondary success when compared to their non-disabled peers. In particular, students with learning disabilities face challenges in postsecondary school, as well as with gaining full time employment after leaving high school. Therefore, there was a need to identify the challenges that face students with learning disabilities and address how to remove these barriers in order for them to have productive lives after high school. The specific problem of interest was whether or not transition strategies such as self-determination skills, school and family collaboration, and interagency collaboration were effectively being ensuring student success when transition planning. This study consisted of a nonexperimental design which allowed for quantitative data collection by surveying special education teachers through the use of a Likert style survey instrument. The study provided special education teachers with information on which evidence-based strategies were most used. The findings were used to support the call for professional development to best address the challenges to implementing transitional strategies. Recommendation for future research centers on involving additional stakeholders, such as parents and students, as participants in the study. Also, a longitudinal study that would follow the students into the postsecondary would further create a better picture of how successful the students became through transitioning.
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