Date of Award
Doctor of Education (EdD)
The purpose of this qualitative study was to evaluate the effectiveness of transitional preparatory programs from the perspective of parents and teachers in North Carolina. The following three research questions guided this research inquiry: Based on parent and teacher perspectives, how did the high school transitional program facilitate success after high school for students with moderate to severe disabilities? To what extent do the parents and teachers of students with moderate to severe disabilities perceive that a transitional program is a necessity for post-high school success? The Individuals with Disabilities Education Act 2004 (IDEA, 2004c) section on transition served as the conceptual framework for this study. This study used data from interviews of six parents and three teachers in different counties in eastern North Carolina. The interview questions included an evaluation of 16 independent readiness skills provided by Datson et al. (2012) believed to be instrumental in the success of student life after high school. Findings from this study indicate consistency among the perspectives of parents and teachers regarding the effectiveness and necessity of transitional programs. Parents and teachers agree that students enhanced and gained many skills; ability to retain a job is a direct correlation to participation in transitional programs; and the 16 independent readiness skills provided by Datson et al. (2012) are fundamental in post-high school success. Ultimately, the consensus is that participation in transitional programs is necessary for and beneficial to students with moderate to severe disabilities.
Moore, Audrey, "Life After High School for Students With Moderate to Severe Disabilities: An Assessment of Postsecondary Preparedness" (2021). Doctor of Education Dissertations. 31.
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