Approximately one third of special education students with learning disabilities leave high school before graduation. A high percentage of these students enroll in adult secondary completion classes in an attempt to obtain a high school equivalency certificate. Under the Individuals with Disabilities Education Improvement Act (IDEA) of 2003 transition planning is mandated for all students with disabilities enrolled in secondary education programs. This mandate does not apply to adult secondary completion classes and researchers clearly purport that the lack of transition planning may leave adult students with disabilities unexposed to needed services. While there is adequate substantiation within the secondary education system that transition planning leads to positive post-high school completion outcomes for students with learning disabilities, there is no evidence or validation of such within adult secondary completion programs. Given this void, the intent of this research was to discover and inform the education field as to the value of transition planning and supports by investigating their existence and understanding how they contributed to post-GED completion activities, from the perspective of the adult who has learning disabilities. The participants’ stories are powerful and inspiring and provide a starting point from which to learn. As a result of this study ten themes emerged, substantiating the need for and the value of transition planning activities for students with learning disabilities who are engaged in adult secondary education completion programs. The emerging themes were: navigational bridges, goal-oriented behaviors, independence, determination, self-awareness, self-defeating behaviors, support network, co-investigation, academic supports, and career planning. There is much wisdom to learn from these participants’ stories.
|Commitee:||Fischer, Joshua, Strickland, Cyd|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 71/11, Dissertation Abstracts International|
|Subjects:||Adult education, Special education, Vocational education|
|Keywords:||Adult, Adult basic education, Disabilities Education Improvement Act, GED, General Education Development, Learning disabilities, Postsecondary, Transition|
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