Special education transition predictors used in Indiana for secondary special education students : findings from the field

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dc.contributor.advisor Harvey, Michael W.
dc.contributor.author Sprunger, Nikki S.
dc.date.accessioned 2014-12-15T15:04:26Z
dc.date.available 2014-12-15T15:04:26Z
dc.date.issued 2014-12-13
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/199238
dc.description.abstract Legislation has mandated that secondary schools provide services for students with disabilities that prepare them for independent living, employment, and /or post-secondary education (Individuals with Disabilities Education Improvement Act, 2004). This study examined the perceptions of special education teachers concerning the current knowledge, usage, and effectiveness of evidence-based transition predictors at the high school level in the state of Indiana and the impact on post-school outcomes. The study also examined the barrier to positive post-school outcomes faced by SWD including paid employment/work experiences, inclusion in the general education setting, self-care/independent living skills. self-advocacy/self-determination skills, and parental involvement/ en_US
dc.description.sponsorship Department of Special Education
dc.subject.lcsh Teenagers with disabilities -- Education (Secondary)
dc.subject.lcsh High school students -- Services for.
dc.subject.lcsh School-to-work transition.
dc.subject.lcsh Special education teachers -- Indiana -- Attitudes.
dc.subject.lcsh School administrators -- Indiana -- Attitudes.
dc.title Special education transition predictors used in Indiana for secondary special education students : findings from the field en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1779132


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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