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dc.contributor.advisorYates, James R.en
dc.creatorDorow, Roberta Ruschen
dc.date.accessioned2011-08-01T19:20:04Zen
dc.date.available2011-08-01T19:20:04Zen
dc.date.issued2010-12en
dc.date.submittedDecember 2010en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2010-12-2369en
dc.descriptiontexten
dc.description.abstractThe Individuals with Disabilities Education Act (IDEA) of 2004 mandated transition planning services for students with disabilities who are exiting high school and entering the world of work or postsecondary education. Despite collaborative efforts between educational institutions and various service agencies to facilitate transition from high school to employment or continued education, students with disabilities appear to lag behind their non-handicapped peers in these areas. This study focused on transition planning for students with mild disabilities enrolled in a community college in central Texas. The individual transition plans (ITPs) of fifteen students who had self-declared to the college as having a learning disability were obtained from the high school from which they graduated. The records were analyzed for evidence of twelve essential components of transition planning recommended in educational literature. The students were interviewed regarding their vi i transition plans and what they viewed as factors necessary for success in college. Four professional staff members of the Education Support Service, which serves students with disabilities on campus, were also interviewed regarding how prepared the students were for college work and what factors that promote college success should be included in adequate transition plans. The study investigated the adequacy and “fit” of transition planning as an effective means of preparing students with disabilities for the reality of postsecondary education. Knowledge gained from this study could assist public school special educators to develop appropriate ITPs and inform practice in the field of secondary special education in areas such as curriculum, collaboration with service agencies, and assessment of transition service needs.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectTransition lanningen
dc.subjectHigher educationen
dc.subjectStudents with disabilitiesen
dc.subjectCommunity collegesen
dc.subjectTexasen
dc.subjectUntied Statesen
dc.titleTransition planning for postsecondary students with disabilities : exposed versus actual transition planningen
dc.date.updated2011-08-01T19:20:08Zen
dc.identifier.slug2152/ETD-UT-2010-12-2369en
dc.contributor.committeeMemberSharpe, Edwin R.en
dc.contributor.committeeMemberHayes, Homer M.en
dc.contributor.committeeMemberPazey, Barbara L.en
dc.contributor.committeeMemberPatton, James R.en
dc.contributor.committeeMemberScheurich, Jimen
dc.description.departmentEducational Administrationen
dc.type.genrethesisen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorUniversity of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Educationen


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