ERIC Number: ED656630
Record Type: Non-Journal
Publication Date: 2021
Pages: 56
Abstractor: As Provided
ISBN: 979-8-3828-4669-9
ISSN: N/A
EISSN: N/A
Available Date: N/A
Making Sense of the Transition Process
Aaron Puzarne
ProQuest LLC, Ed.D. Dissertation, University of Connecticut
The Individuals with Disabilities Education Act (IDEA) in 2004 outlined a series of mandates for special education teachers. Specifically, they must develop activities that promote skills to help their students become successful in adulthood. These activities became an additional requirement that needed to be navigated by special education staff, while they simultaneously had to ensure their students completed typical high school graduation requirements. Using sensemaking as my theoretical framework, in this paper I examine how groups of special education staff in four different districts navigate the constraints that exist within a typical high school, as well as developing transition skills to prepare students for adulthood. I provide an overview of the factors that impacted participants' sensemaking process and discuss ways to improve transition practices. Namely, exploring ways to help special education staff avoid isolation in this process and use their general education counterparts as resources. I provide an overview of the practices that can be embedded within the multi-tiered systems of support (MTSS) framework to accomplish this goal. In addition, using MTSS would circumvent other pitfalls that typically occur during the implementation of the transition mandate. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
Descriptors: Special Education Teachers, High Schools, Skill Development, Special Education, School Personnel, Regular and Special Education Relationship, Multi Tiered Systems of Support, Equal Education, Students with Disabilities, Educational Legislation, Federal Legislation, Transitional Programs
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A
Author Affiliations: N/A