Date

4-18-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Vonda Beavers

Keywords

work-based learning, perception, special education personnel, student engagement, self-efficacy, self-regulation, self-advocacy, Social Cognitive Theory, stockholders

Disciplines

Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study is to understand the lived experiences of high school educators in placing students with disabilities (SWD) in work-based learning (WBL) programs in southeastern Georgia. The central question is what are the experiences of high school teachers who implement work-based learning programs for students with disabilities? Social cognitive theory (SCT) was used to understand the influence of social determinants on individuals with disabilities in a work-based learning environment. Transcendental design brought an added dimension to the study of human experiences through qualitative research. Moustakas’ modification of the Stevick-Colaizzi-Keen method of phenomenological analysis is used in qualitative research for data collection and analysis. The researcher plays a primary role in bringing out these meanings and developing themes through iterative steps such describing the phenomenon to the conceptualization and abstraction of themes while maintaining the voice of the participants. The study revealed that students with disabilities thrive in work-based learning programs when there is thorough preparation from teachers, job coaches, work-based learning coordinators, and families. This preparation includes developing individualized support, creating tailored learning experiences, and fostering a collaborative environment that includes multiple stakeholders, each playing a unique role in the student’s success. Teachers are central to this preparation, offering crucial guidance and support in helping students navigate both the academic and vocational components of WBL.

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