Abstract/Details

A study of teachers' and administrators' perceptions of public school transition practices


2011 2011

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Abstract (summary)

A Nation at Risk, the National Center on Secondary Education and Transition, the United States Department of Education, and the Supreme Court have collectively created a venue for Special Education individuals to obtain successful living standards after secondary education experiences. The transition plan has been mandated by IDEA and whose way was paved by Board of Education for special education students. A study was conducted to gather information on practices in Midwestern public school districts. The opinions of the practitioners, administrators, teachers, transition specialists, teachers and other support staff were solicited to gather opinions of these practices. A survey for Arizona public schools was used as a pattern for extracting opinions. This study revealed opinions of educators participating in the study were dissimilar concerning transition program effectiveness regarding schools. The results indicated that transition program ineffectiveness was due to transition assessment practices. Student-focused planning, interagency collaboration, family involvement, and program structuring are suggested for use in transition improvement. The study suggested specific solutions to improve program effectiveness include training for teachers and administrators as well.

Indexing (details)


Subject
School administration;
School counseling;
Special education;
Teachers;
Perceptions;
Public schools
Classification
0514: School administration
0519: School counseling
0529: Special education
Identifier / keyword
Education; Barriers to transition program effectiveness; Differences in perceptions of special educators in public schools in Midwest us; Disabilities; Individualized educational programs; Perceptions of transition program effectiveness; Secondary education transition services; Secondary special education transitional services; Transition programs
Title
A study of teachers' and administrators' perceptions of public school transition practices
Author
Bell, Lynette H.
Number of pages
114
Publication year
2011
Degree date
2011
School code
1351
Source
DAI-A 72/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124460086
Advisor
Auten, Anne
Committee member
Keener, Barbara; White-Johnson, Adair F.
University/institution
Capella University
Department
School of Education
University location
United States -- Minnesota
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3439942
ProQuest document ID
852369905
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/852369905
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