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The influence of a model transition process on postsecondary readiness for high school students with disabilities.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The influence of a model transition process on postsecondary readiness for high school students with disabilities./
Author:	Goldstein, Cheri.
Description:	1 online resource (160 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369435450

The influence of a model transition process on postsecondary readiness for high school students with disabilities.
Goldstein, Cheri.

The influence of a model transition process on postsecondary readiness for high school students with disabilities. - 1 online resource (160 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The purpose of this qualitative study was to determine the elements and practices of an effective transition process. The researcher examined the model currently utilized in a high school located in a Long Island (LI) school district, in order to determine if the adoption of these same elements and practices within the school district of New York City (NYC) could influence postsecondary readiness for high school students with disabilities. This study is comparative in nature, analyzing transition methods and personnel used in a LI school district, comparing these to transition methods and practices used in NYC, and considering whether replication of the model process used on LI is possible. If so, this kind of educational reform would positively influence postsecondary readiness for students with disabilities, thereby substantially improving students' postsecondary success. Data collected for this study occurred through the process of twenty individual interviews of consenting participants. Job titles included, but were not limited to, administrators, related service providers, transition specialists, and teaching professionals within these two school districts. Individual responses from each participant to 11 open-ended questions were audio-recorded, transcribed, and member-checked for reliability.

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

Mode of access: World Wide Web

ISBN: 9781369435450Subjects--Topical Terms:

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

554714
Electronic books.

The influence of a model transition process on postsecondary readiness for high school students with disabilities.
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100 1 $a Goldstein, Cheri. $3 1181643
245 1 4 $a The influence of a model transition process on postsecondary readiness for high school students with disabilities.
264 0 $c 2016
300 $a 1 online resource (160 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: MARLENE ZAKIERSKI.
502 $a Thesis (Ed.D.) $c Sage Graduate School $d 2016.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative study was to determine the elements and practices of an effective transition process. The researcher examined the model currently utilized in a high school located in a Long Island (LI) school district, in order to determine if the adoption of these same elements and practices within the school district of New York City (NYC) could influence postsecondary readiness for high school students with disabilities. This study is comparative in nature, analyzing transition methods and personnel used in a LI school district, comparing these to transition methods and practices used in NYC, and considering whether replication of the model process used on LI is possible. If so, this kind of educational reform would positively influence postsecondary readiness for students with disabilities, thereby substantially improving students' postsecondary success. Data collected for this study occurred through the process of twenty individual interviews of consenting participants. Job titles included, but were not limited to, administrators, related service providers, transition specialists, and teaching professionals within these two school districts. Individual responses from each participant to 11 open-ended questions were audio-recorded, transcribed, and member-checked for reliability.
520 $a While the IDEA (2004) does not require a school district to designate an individual to coordinate transition planning and services for students with disabilities in high school, it is a recommendation of this study to implement a dedicated transition coordinator position in each high school. Findings in this study concur that the addition of an expert high school-based transition coordinator, dedicated to heading a team of in-school professionals and outside agencies, improves postsecondary readiness for students with disabilities by ensuring broader, deeper, and stronger student postsecondary connections with and access to colleges, trade schools, and careers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Vocational education. $3 661062
650 4 $a Secondary education. $3 1179560
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a Sage Graduate School. $b Education. $3 1181644
773 0 $t Dissertation Abstracts International $g 78-06A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10241124 $z click for full text (PQDT)