Theses and Dissertations

Date of Award

Summer 7-31-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Hardwick Smith Johnson Jr

Committee Member

David Griffin

Keywords

accommodations, career and technical Education, career readiness, career readiness activities, collaboration, cultural diversity, educator perceptions, educators’ perspectives, female students, female student services, high incidence disabilities, individualized education plans, language supports, local education agency, parental involvement, policy gaps, professional development, qualitative research, self-contained classrooms, special education, special education staff, systemic challenges, transition assessments, transition goals, transition programming, transition services

Abstract

The problem addressed in this study was that there is a lack of research regarding alignment between special education student transition assessments, transition goals, and transition programming and specifically those who identify as female students. While career readiness programs are accessible to all students, regardless of gender, female students in special education remain underrepresented in career and technical education programs. The purpose of this research was to review educational practices that influence female students with disabilities in relation to their individualized education plan transition goals and programming by addressing (a) educators’ perceptions, (b) systemic challenges, and (c) policy gaps influencing plan implementation quality.

The study used qualitative methods to address four research questions:

1. How do special education staff view students’ career readiness activities in relation to individualized education plan transition plans?

2. How do they perceive linguistic and cultural diversity affecting student participation in career and technical education transition programs?

3. What are their perceptions of female students with disabilities regarding transition program choices in career and technical schools?

How do they view collaboration between the local education agency and career and technology centers on accommodations for students with high incidence disabilities?

Findings for Research Question 1 included (a) the timing of these discussions, (b) staff case management responsibilities, (c) opportunities for professional development, and (d) the influence of parental involvement. The second research question developed one theme, which confirms the continues deficit for the student when it comes to language when supports are not monitored. The third research question identified five themes: (a) self and family expectations placed upon career goals, (b) positive and negative outcomes based of educator experiences, (c) gender neutral deficits in transition service system, (d) typical female focused careers are still commonly sought after when choosing programming at the career and technical center for females, (e) students with lower ability levels may require different plans. The fourth research question highlighted several barriers: (a) limited access to programs, (b) supports available in both settings, and (c) activities that create opportunities for career and technical center programs.

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