Principal and Assistant Principal Involvement in and Barriers to Supporting Secondary Transition for Students with Disabilities

Autor/inn/en	Brown, Dottie; Plotner, Anthony J.; Marshall, Kathleen J.
Titel	Principal and Assistant Principal Involvement in and Barriers to Supporting Secondary Transition for Students with Disabilities
Quelle	In: NASSP Bulletin, 107 (2023) 4, S.313-332 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Plotner, Anthony J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365231216755
Schlagwörter	Principals; Assistant Principals; Barriers; Students with Disabilities; Transitional Programs; Secondary School Students; Administrator Role; Administrator Attitudes; Cooperative Planning; Individualized Education Programs; Family Role; Student Needs; School Community Relationship; Middle Schools; High Schools + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Individualized education program; Individualisierendes Lernen; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	To address disparities in post-school outcomes for students with disabilities, federal legislation mandates appropriate education programs to include transition planning and programs for students with disabilities. Because administrators are held responsible for ensuring appropriate educational programs for all learners including those with disabilities, it is important to understand their perspectives on secondary transition; however, research on administrators' involvement in secondary transition activities is limited. Using a single-state survey, this study examined the perspectives of secondary school administrators (i.e., principals and assistant principals) on their involvement and engagement in providing effective transition services for students with disabilities and their perceptions of barriers to providing and supporting transition efforts. Frequency of responses show the majority of administrators indicated they were highly involved in including parents and families in transition processes and attending IEP meetings. Yet, they were never directly involved with collaborating with community agencies to be actively involved with students with IEPs. Frequency of responses also show the majority of participants identified families not being prepared to participate in transition processes as a significant barrier as well as the absence of real-life instructional contexts (e.g., paid work experience) and lack of effective supports for students with IEPs from outside agencies as significant or moderate barriers. Implications for practice and future research are provided. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01