A Qualitative Examination of Strategies Used in Rural Districts to Prepare Students with Disabilities for Transition to Employment Post-Graduation

Autor/in	Thew, Jodi Nicole
Titel	A Qualitative Examination of Strategies Used in Rural Districts to Prepare Students with Disabilities for Transition to Employment Post-Graduation
Quelle	(2011), (125 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1248-8820-0
Schlagwörter	Hochschulschrift; Dissertation; Employment; Disabilities; Social Change; Rural Schools; Rural Areas; Work Experience; Graduation; Community Resources; Education Work Relationship; Case Studies; Job Placement; Transitional Programs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Dienstverhältnis; Handicap; Behinderung; Sozialer Wandel; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Employment experience; Job experience; Occupational experience; Berufserfahrung; Abschluss; Graduierung; Case study; Fallstudie; Case Study; Employment service; Employment services; Arbeitsvermittlung
Abstract	Traditional high schools do not prepare students with disabilities to transition to employment after graduation as successfully as they prepare their peers without disabilities. Work experience can be a meaningful part of the transition process, though finding work placements in rural areas can be difficult. This qualitative study examined what strategies rural districts are using to prepare students for the transition to employment. The framework for this study was derived from research taken from the Center for Change in Transition Services, which found that community resources are needed to develop meaningful transition programs. The study examined transition barriers using three case studies to learn how small rural school districts are preparing students for careers when they are not college bound. Data were collected through observations and interviews with special education staff. The data, which were analyzed inductively in search of patterns and themes, indicated that transition barriers can be overcome by developing relationships between school staff and families and building on available resources within the school and community. The implications for positive social change are that students with disabilities in rural communities can access meaningful transition services resulting in higher rates of employment after graduation. [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	2017/4/10