Date of Award
12-2013
Degree Type
Creative Project
Degree Name
Master of Education (MEd)
Department
Special Education and Rehabilitation
Committee Chair(s)
Robert L. Morgan
Committee
Robert L. Morgan
Committee
Timothy Riesen
Committee
Marilyn Likins
Abstract
Post-secondary educational and employment outcomes for students with high- incidence disabilities continue to lag far behind their nondisabled peers. A carefully designed timeline including evidence-based transition skills and practices may serve as a guideline for teachers and parents as they prepare student /child with high-incidence disabilities for successful transition into adulthood. This project examined the importance and age/grade-appropriateness of skills/activities on a transition timeline, based on ratings by teacher and parent focus groups. Participants included eight secondary teachers with at least10 years experience, and five parents of children with high-incidence disabilities who graduated from both high school and post-secondary school. Thirteen individuals participated in separate focus groups consisting of (a) parents (n=5), (b) middle-school teachers (n=5), and (c) high school teachers (n=3). Focus groups rated items on a scale of 1-4 for both importance and age/grade-appropriateness, then discussed each item. Data were analyzed based on median and range scores for each item, and the items were rank ordered according to importance and age/grade-appropriateness to produce a timeline of transition skills/activities for both parents and teachers. A final survey was given to participants to validate the timeline as a valuable resource to guide both parents and teachers.
Recommended Citation
Nielsen, Josie M., "Starting Early: Perceptions of Parents and Teachers on 6th to 12th Grade Transition Timeline for Students with High-Incidence Disabilities" (2013). All Graduate Plan B and other Reports, Spring 1920 to Spring 2023. 347.
https://digitalcommons.usu.edu/gradreports/347
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