A Phenomenological Study: Parent/Guardian and Special Education Student Perceptions of Transition beyond High School

Abstract

Research indicates that there is a connection between special education students' success and the individual education program (IEP) team's integration of efforts in preparing special education students for postsecondary options in education or work. Little research has been conducted on special education students' and parents/guardians' perceptions of the transition process while pursuing postsecondary options, however. This phenomenological study explored how special education students and their parents/guardians perceived secondary to postsecondary transition. The theories as prescribed by Bronfenbrenner, Will, and Halpern provided the conceptual framework. Participants were six special education program graduates and their parents/guardians who had participated in the IEP process. The three interviews conducted with participants were analyzed for patterns and themes. Data indicated that both parents and students perceived the transition process as one that provided them the necessary services as they moved from secondary to postsecondary education. Thematic units identified included life preparedness, emotional development, communication, and self-determination. Respondents also indicated additional transition program development is needed to increase the number of work opportunities available for students in both work study and postsecondary work options. This study contributes to positive social change by providing administrators information to better design transition service programs to maximize student postsecondary education and work options. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]