Outcomes of Post-Secondary Transition for Students with Severe Disabilities in Middle Tennessee: A Multiple Case Study

Autor/in	McConnell, Mary Susan
Titel	Outcomes of Post-Secondary Transition for Students with Severe Disabilities in Middle Tennessee: A Multiple Case Study
Quelle	(2019), (118 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-5671-8
Schlagwörter	Hochschulschrift; Dissertation; Severe Disabilities; Students with Disabilities; Transitional Programs; Multiple Disabilities; High School Graduates; Postsecondary Education; Employment Level; Educational Attainment; Social Life; Transportation; Independent Living; Quality of Life; Barriers; Program Effectiveness; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Severe disability; Schwerbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multiple disability; Mehrfachbehinderung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Post-secondary education; Tertiäre Bildung; Beschäftigungsgrad; Bildungsabschluss; Bildungsgut; Soziales Leben; Verkehrswesen; Selbstverantwortung; Lebensqualität
Abstract	Individuals with severe disabilities often face significant challenges after high school. During the last years of secondary school, transition teams develop plans for individuals who are receiving special education services. Little is known about the outcomes of those efforts. In this qualitative multiple case study, the researcher examined the lives of five individuals with multiple disabilities who have graduated high school in Middle Tennessee. Due to a common lack of emancipation for this population, a guardian of each individual was interviewed regarding their child's experiences thus far in adulthood. Topics of discussion included their child's outcomes in post-secondary education, employment, social life, transportation, independent living, and overall quality of life. Interviewees also discussed the greatest challenges in adulthood and the perceived effectiveness of the transition teams. Guardians also offered suggestions on how transition teams can improve their efforts, having now experienced life on the other side of their child's transition from high school. The theoretical framework for this study is Lev Vygotsky's social constructivism, also referred to as social development, in conjunction with his concepts of scaffolding and a zone of proximal development. Results of the study aligned with previous research, emphasizing a need for interest-driven employment, age-appropriate social opportunities, and dependable resources for individuals with severe disabilities after graduating high school. Some of the greatest challenges included a lack of dependable transportation and a need for more challenging day programs. Recommendations for future practice include placing a high value on the individual's unique passions and interests during the planning stage. Additionally, transition teams should bridge the gap between high school and adulthood by connecting students and families with possible employers or assistive agencies prior to graduation. Future research should analyze the impact of high expectations among the transition members and a student's outcomes in adulthood. [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	2024/1/01