Date of Award

2020

Degree Name

Curriculum and Instruction

College

College of Education

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Edna Meisel, Ed.D., Committee Chairperson

Second Advisor

Lori Howard, Ph.D.

Third Advisor

Nega Debela, Ph.D.

Abstract

Students with disabilities are faced with overwhelming challenges as they transition from high school to postsecondary education, careers, and independent living. Legislation has mandated that schools provide services for students with disabilities to prepare them for these transitions into adult life (Individuals with Disabilities Education Act, 2004). To assist schools in providing more meaningful services, the National Technical Assistance Center on Transition (NTACT) identified and defined 20 predictors for post-school success (Test, Mazzotti et al., 2009, Test & Cook, 2012, Rowe et al., 2015, & Mazzotti et al., 2016). This study examined the perceptions of high school special education teachers across 6 West Virginia counties concerning their confidence in their ability to promote the 20 Predictors for Improving Transition as well as their perceptions of the importance of each of the 20 Predictors for Improving Transition. Additionally, the effect, if any, that demographics had on the perceptions of their confidence in their ability to promote the predictors and perceptions of the importance of the predictors were examined. Finally, study participants were asked the types of training they experienced concerning transition. Findings showed that half the survey respondents felt confident in their ability to promote the predictors while the other half did not feel as confident. There were not many extremes leaning toward not confident or very confident as most responses fell within the somewhat confident to confident range. Special education teachers overwhelmingly indicated most transition practices as either important or very important apart from one predictor. Demographics and training showed very minimal significance on perceptions of abilities to promote the predictors or importance of the predictors. It is recommended this study be replicated across the remaining West Virginia counties. Results of such a study may be used by state special education leaders to promote transition program improvements throughout the state.

Subject(s)

Special education teachers -- West Virginia.

Students with disabilities -- Education (Higher) -- West Virginia.

College students with disabilities -- West Virginia.

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