Degree
Doctor of Philosophy (PhD)
Department
Education
Document Type
Dissertation
Abstract
As a critical issue, the impact of current transition planning services for students identified with intellectual disabilities preparing for post-secondary opportunities has fallen far short of the intentions of the Individuals with Disabilities Education Act (IDEA, 2004) envisioned possibilities (Mazzotti et al., 2016; Persch et al., 2015; Traina et al., 2023). Although regulations are being followed, a disconnect between what is on paper and the achievement of long-term successful post-secondary outcomes for these students continues (Everson et al., 2001; Goodman et al., 2020). The purpose of the study was to determine the potential impact of a pupil appraisal personnel detail-oriented dissemination of information on parental satisfaction with school system transition planning and services aimed at ensuring long-term successful post-secondary outcomes for transition-aged students identified with an Intellectual Disability – Mildly Impaired. The phrase "We’ve come a long way, baby!" is undoubtedly applicable to transition services for individuals with disabilities in that the assignment of being uneducable is no longer a reality for students (EAHCA, 1975). Still, while State and Local Education Authorities attempt to implement IDEA mandates while accounting for meaningful educational benefit, the literature highlighted the need for collaborative practices that included parents/guardians to ensure positive post-secondary outcomes, as they are the ones who will be taking on the primary responsibility for following through with securing transition planning goals, especially in light of the lack of agency collaboration and single-point of entry coordination of services. If, as noted, Individual Education Program/Transition Plans (IEP/TPs) generally meet guidelines but do not achieve the stated goals, it stands to reason that a different approach is warranted. Pupil appraisal input could be the link that helps ensure parental advocacy skills in securing collaborative practices during transition planning that results in educational benefit for their son/daughter. This quantitative experimental randomized (without replacement) post-test-only waitlist control group design study (Hahs-Vaughn & Lomax, 2020) provided implications for current practice and recommendations for future research, contributing to the current body of evidence for change in this country in general and specifically in the state of Louisiana.
Date
3-27-2025
Recommended Citation
Winchester, Veronica Lynnette, "The Impact of Pupil Appraisal Disseminated Information on Transition Planning for Individuals with an Intellectual Disability - Mildly Impaired in Louisiana Public Schools" (2025). LSU Doctoral Dissertations. 6712.
https://repository.lsu.edu/gradschool_dissertations/6712
Committee Chair
Sulentic-Dowell, Margaret-Mary