Summers, Kelly H.
Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology and Foundations (LEPF)
Using a self-report quantitative survey with additional open-ended questions, this study examined the transition experiences of 836 parents of children with Intellectual and / or Developmental Disabilities currently enrolled in a post-high school program for students ages 18-21 in the Chicago metropolitan region. More specifically, this study examined the influence that a highly qualified special education Transition Specialist had on positively influencing in-school experiences that in turn would expectedly result in positive post-school outcomes for children.
The independent variable in the study was presence or absence of an LSB-II transition specialist at IEP meetings. The dependent variables in the study consisted of a) Student focused planning; b) Family engagement; c) Student development; d) Interagency collaboration; e) Vision for successful post-school outcomes based on federally required areas; f) IEP team member transition knowledge; and g) Confidence that the transition planning process will result in successful post-school outcomes for their child with I/DD, to compare experiences.
Results from the quantitative portion of the survey evidenced no difference in parent transition planning experiences using the independent variable of the LBS-II presence.
However, qualitative data from the open-ended survey questions suggests that parent knowledge of key transition practices, proven to influence post-school outcomes, are evident in richer detail when then LBS-II is involved in the planning. Secondary analyses conducted identified a significant discrepancy between parents’ perception of the frequency of transition compliance mandates and their perceived importance of each mandate. Finally, results raise awareness that educational environment is a contributing factor to opportunities for student development.
Putlak, Christine, "A Comparative Study of The Effects of A Highly Qualified Transition Specialist on Successful Transition Planning For individuals with intellectual Or Developmental Disabilities" (2018). Graduate Research Theses & Dissertations. 7572.
Northern Illinois University
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