Date
6-16-2025
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Susan Stanley
Keywords
Transition Planning, Special Education, Individualized Education Program, Social Cognitive Theory.
Disciplines
Special Education and Teaching
Recommended Citation
Morgan, Chrystal A P, "A Hermeneutic Phenomenological Study Exploring Transition Planning for High School Seniors With an Individualized Education Program. Are We Doing Enough?" (2025). Doctoral Dissertations and Projects. 7120.
https://digitalcommons.liberty.edu/doctoral/7120
Abstract
The purpose of this hermeneutic phenomenological study was to discover the views of high school seniors with an Individualized Education Program (IEP) and their experiences with transition planning. This study identified that there is more work to do in inclusive education in understanding how to implement transition planning goals and utilizing collaborative efforts from all educators, the students, and their parents. Most of the available research discussed building awareness towards implementing transition planning, which aimed at building self-awareness in the educator. The theory guiding this study is Bandura’s social cognitive theory. Bandura’s social cognitive theory is based on the belief that cognitive factors provide structure, meaning, and continuity from experiences to build self-awareness of the teacher’s role in providing a successful transition for students with mild disabilities as they enter adulthood. The study included eight current seniors in a general education classroom with an Individualized Education Program and two adults with an IEP during their final years of high school in the South. Participants underwent individual interviews, participated in a focus group, and provided written responses as a journal prompt to future students, educators, and their family about the impact of their participation in transition planning. The data was analyzed by identifying common themes, subthemes, and triangulating the results. The main themes identified were post-high-school aspirations, support and challenges during transition planning, and decision-making and inclusion. The data showed that students need support from their general education teachers and are often challenged with voicing their ambitions rather than pursuing those chosen by their parents.
