Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Educational Leadership & Policy Studies

Date of Defense

6-9-2014

Graduate Advisor

E. Paulette Isaac-Savage, EdD.

Committee

Clark, Hewitt B.

Clark, Mavis

Turner, Gwendolyn

Abstract

The purpose of this study was to examine the post-secondary special education transition planning experiences of currently enrolled college students with emotional disturbance (ED). In addition to exploring students’ perceptions of their experiences, understanding, through the narrative analysis of semi-structured interviews, the role special education transition planning played in their perceived level of post-secondary education preparedness upon high school graduation was sought. The research revealed students with ED are most likely to participate in career-based special education post-secondary transition planning. In addition four overarching themes were revealed which included defined by my disability, invisibility, employment vs. post-secondary education, and college bound. It was concluded that special education post-secondary transition planning did not adequately prepare the students with ED for post-secondary education participation. It also revealed participation in special education negatively impacted the students’ sense of school belonging. The limitations of this study include the use of a convenience sample and self-report measures. This research adds to the growing body of knowledge related to special education transition planning for students with ED. This study may compel educators and policy makers to review and revise policies and practices that are discriminatory against students with disabilities, especially those identified with ED.

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Education Commons

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