Teacher Knowledge and Perceptions of Transition Protocols for Students with Disabilities

Autor/in	Burroughs, Alison Camille
Titel	Teacher Knowledge and Perceptions of Transition Protocols for Students with Disabilities
Quelle	(2023), (296 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3645-2
Schlagwörter	Hochschulschrift; Dissertation; Teachers; Students with Disabilities; Transitional Programs; Knowledge Level; Teacher Attitudes; Individualized Education Programs; Objectives; Vocational Schools; College Planning; Special Education Teachers; Regular and Special Education Relationship; Teacher Participation; Responsibility; Success + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wissensbasis; Lehrerverhalten; Individualized education program; Individualisierendes Lernen; Goal definition; Zielsetzung; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Studienplanung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Verantwortungsübernahme; Zuständigkeit; Erfolg
Abstract	The purpose of this qualitative descriptive study was to explore how teachers describe their knowledge and experiences with the transition protocols in their building, including measurable IEP goals, goal setting, and the activities associated with their goals as they work with students with high incidence disabilities on their post-secondary outcomes (e.g., college, employment, or vocational training) in a Mid-Atlantic vocational school district. The theoretical framework grounding this study included social cognitive career, civil rights, and transition theories. The study addressed two questions: How do teachers describe their knowledge of the transition protocols (Transition survey, IEP goals, and activities) within their building? And how involved with post-secondary planning are the general and special education teachers in the district? There were 45 classroom teachers who participated in the study. Each of these teachers returned a completed questionnaire and five of these teachers were selected to participate in the focus group. Using Braun and Clarke's six-steps of thematic analysis, this study found that teachers' knowledge and experiences with transition survey, measurable IEP goals, and goal attainment as they work with students with high incidence disabilities in their post-secondary outcomes centered around the following four themes: (a) teacher responsibilities in the process, (b) student responsibilities in the process, (c) teacher perceptions, and (d) vocational education. The study may encourage school districts to restructure professional development to include more detailed strategies and guidance specific to transition and other special education laws. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01