Date of Award

7-2021

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Education (EDD)

Degree Program

Educational Leadership

Department

College of Education

First Advisor

Suzanne King

Second Advisor

Jennifer Lesh

Third Advisor

Richard Jones

Abstract

Youth with disabilities such autism, emotional disorder, intellectual disabilities, and learning disabilities are less likely to exit high school with a diploma, more likely to drop out of school and be unemployed, and less likely to enroll in postsecondary education and to live independently (Department of Education, 2011; Labor of Statistics, 2016). “The percentage of students with disabilities who spend at least 80% of each school day in general education has increased from 34% in 1990 to 63.5% in 2017, their levels of academic achievement, rates of school exit, and post school outcomes still fall well below those of their non-disabled peers” (U.S Department of Education, 2020). In this instance, the playing field is not leveled to give students with disabilities have a fair and equal opportunity because many students with disabilities do not have the same opportunities to develop skills and prepare for a successful experience. Students with disabilities have struggles in the post-secondary environment for many reasons such as a lack of teacher training and inadequate time to implement transition services with fidelity (Martin, 2020). Another huge post-secondary struggle for students with disabilities is their lack of preparation and teacher support (Wagner, 2005). This action research study used the case study approach to develop a comprehensive online transition planning tool called the Glenn Transition Action Plan (GTAP) to assist with the development of an effective transition plan for transition writers to use during the transition planning process. The research results validated that the tool was user-friendly and assisted with the development and implementation of transition plans, and it provided cohesiveness and consistency to the transition process.

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