Transition planning and continuing education for students with intellectual disabilities

Sarah Elizabeth Roller

doi:10.17918/etd-7042

The purpose of this study was to research the perspectives, perceptions, and knowledge base that teachers and support personnel had regarding how well the transition planning process prepared high school students with Intellectual Disabilities (ID) for life after secondary education and their views on continuing education for these students. Despite the development of programs specifically for students with ID, there still exists a lack of knowledge and resources available to school districts and families that are looking to send these students to a continuing education program at the conclusion of the student's high school career. In addition, the literature review shows that current transition activities and procedures often leave students unprepared for life after high school. This mixed methods study sought to gain information on educator perspectives on the special education transition planning process that students with disabilities experience during their high school education and their perceptions of continuing education for students with ID. Data was collected through an online survey tool and through focus groups. One population was included in this study, which included the special education teachers and support personnel of high school students with ID from six local school districts within South Central Pennsylvania. Descriptive statistics were used to analyze the survey data first, followed by a comparison of means and ANOVA tests. Further, Cronbach's coefficient alpha was used to determine reliability and validity of the survey tool. The qualitative data was analyzed with thematic coding and was used to support the quantitative data. The statistical results attained in this study did not result in any substantial significance. However, the qualitative data collected allowed for deeper insight into why the educators responded how they did on the survey and provided more robust answers for research questions (1) and (2). As the data were reviewed, it proved that the awareness of the programs and the understanding of the transition planning process have yet to become common knowledge among all of the participants. This issue led to the development of six recommendations for future practice within school districts to help educators disseminate information and to help students and their families receive information on the secondary transition process and post-secondary options available.

Transition planning and continuing education for students with intellectual disabilities

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Transition planning and continuing education for students with intellectual disabilities

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