Transition Services That Prepare Students with a Specific Learning Disability to Transition Seamlessly to Community Colleges in Maryland

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Autor/in	Frazier-Watson, Patrice
Titel	Transition Services That Prepare Students with a Specific Learning Disability to Transition Seamlessly to Community Colleges in Maryland
Quelle	(2018), (449 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Morgan State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4389-9140-8
Schlagwörter	Hochschulschrift; Dissertation; Students with Disabilities; Transitional Programs; High School Students; Community Colleges; Student Adjustment; Related Services (Special Education); Learning Disabilities; Student Attitudes; Public Schools; Private Schools; Individualized Education Programs; Individualized Transition Plans; Academic Accommodations (Disabilities); Student Needs; Educational Benefits; Skills; Academic Support Services; Ancillary School Services; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; High school; High schools; Oberschule; Community college; Community College; Adjustment; Adaptation; Learning handicap; Lernbehinderung; Schülerverhalten; Public school; Öffentliche Schule; Private school; Privatschule; Individualized education program; Individualisierendes Lernen; Bildungsertrag; Skill; Fertigkeit
Abstract	The purpose of this qualitative case study was to understand how the transition services received in high school influence the transition experiences of SWSLD in two community colleges in Maryland. Schlossberg's Transition Theory (1981, 1984) of "Moving In," "Moving Through" and "Moving Out" was the framework for this study. Document reviews and observations during face-to-face interviews encouraged 11 "Auspicious" participants to discuss their perceptions of how transition services prepared them for community college. However, the issue of unfavorable postsecondary outcomes for students with a specific learning disability (SWSLD) continue to grow in importance. An ongoing challenge exists for SWSLD to transition seamlessly to community colleges, four-year colleges, and careers due to ineffective transition services. Rowe et al. (2015) noted that "many teachers continue to provide [transition] services shown to have little to no effect on outcomes of [SWSLD]" (p.1). Researchers Baer, Daviso, Queen and Flexer (2011), Blalock and Patton (2008), Dunn (2008), and Levine and Wagner (2005) suggest that comprehensive transition planning offers transitional options thought to be critical for SWSLD to experience positive postsecondary outcomes. The findings in this study reveal that the participants that attended both public and private high schools received comprehensive transition services. However, critical components of transition services were non-existing for the participants that had Individual Education Plans (IEPs) in high school. Six themes emerged from transition services received in high school. The emergent themes are: (a) lack of awareness of Individual Transition Plans (ITPs), individualized transition goals and comprehensive transition planning, (b) individualized education program and services, (c) knowledge of academic needs and accommodations, (d) individuals that provide academic and personal supports, (e) benefits from resource courses, and (f) acquired skills in high school, which the participants perceived as essential to their successes in community college. There were additional themes that emerged regarding the participant's experiences "Moving In," "Moving Through" and "Moving Out" of the transition to community college. Future research on transition plans and goals focused on opportunities for students to work toward individualize postsecondary options subsist. Recommendations on ways to engage SWSLD in comprehensive transition planning and skill-building activities pursue. [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	2020/1/01