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Dissertation/Thesis Abstract

An Examination of Transition Planning Practices in High School and College Outcomes for Students with Disabilities
by Fisk, Amy, Psy.D., Alfred University, 2018, 167; 10980790
Abstract (Summary)

Research indicates that the trend of students with disabilities choosing to attend college is continually increasing. However, research also suggests that this population may be ill prepared to meet the increased academic demands and level of independence needed at the college level. Research in the field indicates that high schools may not be engaging in practices that are aligned with the transition-planning mandates of the Individuals with Disabilities Education Improvement Act (2004). The current study explored the extent to which high schools are compliant with IDEIA (2004), and are engaging in best practices in transition planning for college-bound students. Results showed that students who had transition plans with a greater level of compliance and college-specific best practices had higher grade point averages. These results have implications for stakeholders at the secondary level in assessing quality of transition planning to promote positive outcomes for students with disabilities pursuing postsecondary education.

Indexing (document details)
Advisor: Fugate, Mark
Commitee: Burch, Andrea, Burdick, Corrie, Curtin, Kevin
School: Alfred University
Department: Counseling and School Psychology
School Location: United States -- New York
Source: DAI-A 80/03(E), Dissertation Abstracts International
Subjects: Disability studies, Special education, Higher education
Keywords: Individual Education Plans, Individuals with Disabilities Education Improvement Act, Postsecondary education, Transition planning
Publication Number: 10980790
ISBN: 978-0-438-68516-1
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