Theses and Dissertations

Date of Award

2024

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

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

Advisor

Barbara Christina

Committee Member

Judith B. Galician

Committee Member

Kimberly Durham

Keywords

autism spectrum disorder, individualized educational plan, intellectual disabilities, parental engagement, transition planning

Abstract

This qualitative phenomenological study investigated the perspectives of parents of students with significant disabilities regarding their experiences with the special education transition process. For the purposes of this research, significant disabilities included intellectual disabilities, autism, multiple disabilities, and orthopedic impairment, as defined under the Individuals with Disabilities Education Act (IDEA, 2004). The study examined how parents of students with significant disabilities understood the special education transition process. The study also examined parental perspectives on their roles in the transition process based upon their experiences. The purpose of examining these perspectives was to gain a better understanding of how schools engaged parents to be full participants in the special education transition process beyond the statutory requirements of parent involvement. This research adds positive and constructive feedback to understanding the secondary school transitional processes for students with disabilities.

One finding from this study demonstrated that participants within 2 years or less from the transition experience rated the overall process as needs improvement. However, the further away parents were from the transition experience, the more participants felt the school system met their expectations. Themed findings determined that the best way to increase the engagement of parents is to make sure that they know, understand, and participate thoroughly in all aspects of the special education transition process including IEP meetings and other activities regarding their child with significant disabilities. Many of the parents participating in this study either were overwhelmed or did not know what to expect from the IEP meetings and their expectations were not aligned with the outcomes. Some examples were that they felt they needed more and better communications of the process; they needed to know what resources were available after the completion of school and when they should begin to process and apply for those resources. The role the job coach played was not clear but since their child had problems finding a job after high school this role should have been started sooner.

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