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Secondary Special Education Teachers...

Lindquist, Matthew.

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Secondary Special Education Teachers' Perceptions of the Effects of Poverty Resources on Transition Outcomes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Secondary Special Education Teachers' Perceptions of the Effects of Poverty Resources on Transition Outcomes./
Author:	Lindquist, Matthew.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	174 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
Contained By:	Dissertations Abstracts International82-12A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28540741
ISBN:	9798515202927

Secondary Special Education Teachers' Perceptions of the Effects of Poverty Resources on Transition Outcomes.
Lindquist, Matthew.

Secondary Special Education Teachers' Perceptions of the Effects of Poverty Resources on Transition Outcomes. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 174 p.

Source: Dissertations Abstracts International, Volume: 82-12, Section: A.

Thesis (D.Ed.)--Capella University, 2021.

This item must not be sold to any third party vendors.

The qualitative research study created a rich knowledge base of contributing factors to successful transition planning by prioritizing the importance of poverty resources on transition outcomes. The purpose of the present study was to explore the meaning that secondary special educators assign to students' access to poverty resources related to their transition plan outcomes. The central research question asks how Grades 9-12 special education teachers assign meaning to their experiences with aspects of transition planning related to the eight known poverty resources. Data was collected through one-on-one, semi-structured interviews with 15 special education (SE) teachers with expertise in teaching secondary special education and transition planning in a state within the Pacific region of the United States. Data analysis was conducted using a six-step thematic procedure. This study included deductive coding to produce themes that were analyzed for frequency in the dataset. Findings indicated eight perceived effects of poverty resources on transition domains. Additionally, social supports outside of school had a high perceived positive impact across all transition domains. In contrast, the lack of emotional resources (emotional disability) had a high perceived negative effect across all transition domains. The study results are significant because the findings provide a base of knowledge of teachers' perceptions of poverty resources' impact on transition outcome domains. Implications for practitioners include facilitating more effective transition planning through accommodations to alleviate the absence of one or more poverty resources. Further research is recommended to gauge the generalization of the study to a broader population.

ISBN: 9798515202927Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Poverty

Secondary Special Education Teachers' Perceptions of the Effects of Poverty Resources on Transition Outcomes.
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500 $a Advisor: Haas, Nancy.
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520 $a The qualitative research study created a rich knowledge base of contributing factors to successful transition planning by prioritizing the importance of poverty resources on transition outcomes. The purpose of the present study was to explore the meaning that secondary special educators assign to students' access to poverty resources related to their transition plan outcomes. The central research question asks how Grades 9-12 special education teachers assign meaning to their experiences with aspects of transition planning related to the eight known poverty resources. Data was collected through one-on-one, semi-structured interviews with 15 special education (SE) teachers with expertise in teaching secondary special education and transition planning in a state within the Pacific region of the United States. Data analysis was conducted using a six-step thematic procedure. This study included deductive coding to produce themes that were analyzed for frequency in the dataset. Findings indicated eight perceived effects of poverty resources on transition domains. Additionally, social supports outside of school had a high perceived positive impact across all transition domains. In contrast, the lack of emotional resources (emotional disability) had a high perceived negative effect across all transition domains. The study results are significant because the findings provide a base of knowledge of teachers' perceptions of poverty resources' impact on transition outcome domains. Implications for practitioners include facilitating more effective transition planning through accommodations to alleviate the absence of one or more poverty resources. Further research is recommended to gauge the generalization of the study to a broader population.
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653 $a Transition planning
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