Date

8-9-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Janet Deck

Keywords

Promoting Self-Advocacy, Students with Disabilities, Transitioning from Middle to High School

Disciplines

Education

Abstract

The purpose of this single case study was to understand the importance of self-determination skills and how these developmental skills can help students with disabilities make choices, set goals, and take responsibility for their actions, so the students can have a successful transition to high school. The skills can help motivate students in developing a student-centered transition plan. The theory guiding this study is the self-determination theory, placing emphasis on how educators can address students’ basic psychological needs which are autonomy, competence, and relatedness. These needs can increase a student’s intrinsic motivation to achieve. Special education teachers at one high school in Georgia were interviewed. They joined a focus group and answered questions from a questionnaire to gain an understanding of how transition planning can manage changes in various aspects of life for special education students as they move from middle to high school. Qualitative data analysis procedures were used to understand, theorize, contextualize, and synthesize how a students’ transition plan can help create a positive transition experience to high school. Four themes emerged from the data that included support mechanisms, active involvement, transition processes to high school, and resources and opportunities, which the special education teachers agreed will provide an effective transition to high school. Recommendations from the study include using a longitudinal design to monitor students’ advancement on time, using a mixed method strategy, and a broader and more varied sample size to improve the applicability of the overall process.

Download

Included in

Education Commons

Share

COinS