This study is about the transition planning of young people with special educational needs (SEN) from secondary mainstream and special schools to post-secondary opportunities. Leaving secondary school is the first task related to the transition to adulthood and it has been identified as a particularly complex task for pupils with SEN. A systematic literature review was undertaken to start to develop a ‘map of transition’, a framework of positive transition practice. Interviews with key professionals, parents and teachers and pupil case studies were used to generate qualitative data. It was used to analyse transition practice in the real world of schools and the involvement of families, pupils and external services. This study was particularly concerned with understanding any barriers or gaps of transition work. Pupil annual reviews, including those adopting a person-centred format were thematically analysed in terms of their ability to address transition planning and future options. Results suggest similarities and differences in transition planning practices between mainstream and special schools. In both settings there was appreciable reliance on the Connexions Service. For pupils with SEN in mainstream schools transition planning could be conceptualised as ‘invisible transition’. It was a not an explicit process, with experiences and access to services likely to be related to schools’ perception of need, option pathways and whether or not pupils had a Statement of SEN. In special schools, transition planning was conceptualised as ‘visible but blurred’. It centred on gaining external service involvement, with limited focus on transition-related education. In both mainstream and special schools there were difficulties with the compilation of distinct transition plans and their implementation. Tensions related to unclear roles and responsibilities, difficulties with access to external services and limited post-secondary opportunities were highlighted. This allowed revision and extension of the ‘map of transition’. The study leads to suggested improvements to service delivery for young people by schools and other stakeholders.

This study evaluated a model of parent involvement in secondary special education and transition planning and identified motivators affecting a parent’s decision to become involved. Survey data were collected from a national sample of 300 parents of transition-age youth with disabilities. Results of a confirmatory factor analysis indicated the model fit the data for this sample. Four motivators were associated with parental decisions to become involved: Child invitations for involvement were associated with home, school/agency and future planning involvement. Teacher invitations and time and energy were associated with school/agency involvement, and role construction was associated with home involvement. Age, disability type, and SES impacted motivators of involvement. Implications for research and practice are discussed.

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This study focuses on determining how Virginia farmers are planning for farm retirement and succession and whether they will be financially prepared for their retirement years. The Virginia farming population is aging, life expectancy is increasing, and Social Security benefits are not a stable source of retirement income presenting challenges for Virginia farmers who are planning to either retire from the family farm or transition it to the next generation. In this study a 59-item survey was sent to 2000 randomly selected Farm Credit agricultural customers. Results from the survey were analyzed using chi-square tests and correlations to determine statistically significant relationships between the variables. The analysis indicates that Virginia farmers planning to retire from the farm face high levels of debt and plan to sell the farm operation. Virginia farmers planning to transition the farm are generating higher profits from the farm operation and their successor has been identified. The majority of Virginia farmers are financially prepared for retirement with Social Security support; however, without supplemental income from Social Security the majority of the Virginia farming population is not financially prepared for retirement. The results indicate necessary action from the private, academic, and public sectors. Financial professionals should offer retirement planning seminars, academia should continue to research the issues, and the government should consider developing a savings plans specifically for the agricultural community that offer tax advantages. / Master of Science

Using data gathered during in-depth interviews as the primary method of analysis, the current study explored the transition planning process and the factors that helped youth with internalizing disorders decide to pursue and enroll in college. More specifically, the purposes of the current study were to: (1) explore the resources and supports available to students with internalizing disorders both within and outside of the high school setting as they prepare for the transition to postsecondary education and (2) explore student perceptions of the impact of the transition planning process. Eight college students from the Midwestern United States who received special education services and had a diagnosed internalizing disorder in high school participated in the study. An analysis of the interviews was conducted using the constant comparative method as a guide. The data analysis process involved creating codes, developing broader categories for codes, comparing newer interview data to prior interview data, and continuing to revise findings until a point was reached where additional coding no longer led to new conclusions. Results of the current study suggest that participants received many of the transition planning components considered to be best practice within the transition planning literature; however, their experiences highlight the need for plans to be tailored in order to address concerns related to the daily impact of their symptoms of anxiety and/or depression. Although no participants reported a seamless transition to college, they did identify several school-based services and outside supports that helped facilitate the process. These services included individualized transition plans, access to mental health services in and out of school, access to informal emotional support from school staff, and sometimes relying on family members as an additional resource throughout the process. Even when they were able to access these components during transition planning, participants noted that their internalizing symptoms continued to negatively affect their functioning as young adults. In addition, lack of access to quality mental health care in young adulthood emerged as a salient concern for participants.

This qualitative study was designed to explore the transition experiences of youth with learning disabilities (LD) educated in the province of Ontario and their families. The primary purpose of this research was to understand what influences the decisions adolescents who have LD make about post-secondary education and employment goals and paths. The expectations and experiences of youth with LD and their families during the transition process were investigated. Adolescents and their parents were the main informants. Facilitators and barriers to the process in terms of each of the systems described in Bronfenbrenner ecological theory and Turnbull and Turnbull’s family systems theory were also examined. A case study method was used in the design of this research and data were collected following Seidman’s three-interview process. Five families consisting of the youth with LD, at least one parent, and in four cases, a sibling participated in this study. The questions focused on family interactions, roles, and the decision-making process. Data from the 18 participants were coded and arranged according to the research questions which were linked to the central ideas in the theoretical framework. The findings revealed that parents’ expectations influenced the decision-making about post high school goals and paths by the youth and their families. In contrast to previous research, it was found that parents’ expectations were generally high for their children with LD and were shaped by their own post high school experiences. The dynamics of family relationships and roles during transition planning depended on the time of diagnosis of LD (primary grades vs. senior high school), attitudes towards LD by the parents, advocacy by parents, self-advocacy abilities of the youth with LD, and the nature of relations among siblings. Additionally, none of the youth with LD had a formal transition plan and the data showed that teachers could facilitate or hinder the transition process. Also emerging from the data were three types of advocacy that were practised by parents. The study findings add to our knowledge about the transition process and in particular how decisions are made and the factors that influence them. Moreover, this study gives a voice to youth with LD and their families as they described their transition experiences to post-secondary education or employment.

This qualitative study was designed to explore the transition experiences of youth with learning disabilities (LD) educated in the province of Ontario and their families. The primary purpose of this research was to understand what influences the decisions adolescents who have LD make about post-secondary education and employment goals and paths. The expectations and experiences of youth with LD and their families during the transition process were investigated. Adolescents and their parents were the main informants. Facilitators and barriers to the process in terms of each of the systems described in Bronfenbrenner ecological theory and Turnbull and Turnbull’s family systems theory were also examined. A case study method was used in the design of this research and data were collected following Seidman’s three-interview process. Five families consisting of the youth with LD, at least one parent, and in four cases, a sibling participated in this study. The questions focused on family interactions, roles, and the decision-making process. Data from the 18 participants were coded and arranged according to the research questions which were linked to the central ideas in the theoretical framework. The findings revealed that parents’ expectations influenced the decision-making about post high school goals and paths by the youth and their families. In contrast to previous research, it was found that parents’ expectations were generally high for their children with LD and were shaped by their own post high school experiences. The dynamics of family relationships and roles during transition planning depended on the time of diagnosis of LD (primary grades vs. senior high school), attitudes towards LD by the parents, advocacy by parents, self-advocacy abilities of the youth with LD, and the nature of relations among siblings. Additionally, none of the youth with LD had a formal transition plan and the data showed that teachers could facilitate or hinder the transition process. Also emerging from the data were three types of advocacy that were practised by parents. The study findings add to our knowledge about the transition process and in particular how decisions are made and the factors that influence them. Moreover, this study gives a voice to youth with LD and their families as they described their transition experiences to post-secondary education or employment.

The most recent revision of the Individuals with Disabilities in Education Act (IDEA) mandates that students’ strengths be considered in the transition planning process for students with disabilities; however, there is evidence that individuals’ strengths are not being utilized to support their transition to adulthood (Shogren & Plotner, 2012; Landmark & Zhang, 2012). Strengths refer to all of an individual’s assets, both personal and contextual, that improve that individual’s ability to function (Davis et al., 2007; McCammon, 2012). Parents have unique perspectives of their sons’ and daughters’ strengths (Carter, Brock, & Trainor, 2014) and have the potential to influence the transition planning process in a positive way. This study used qualitative methods to understand how parents describe their son or daughter’s strengths, both personal and contextual, in relation to transition planning. Findings indicated that parents identify equal amounts of personal and contextual strengths for their children. However, strengths were described as being context dependent; the trait or resource described as an asset in one aspect of transitioning to adult life was also described as a barrier to another aspect. These findings highlighted the value of including parents in the transition planning process and that students have many strengths available for consideration as they enter adult life.

This study explored the role of special education administrators in coordination of secondary transition services for students with disabilities in Virginia. A survey was designed and administered that examined their perceptions of the effect of (a) work load, size of the school district, wealth, setting, and staff support on level of importance, b) the relationships between levels of importance and involvement, c) the effect of size of the school district and staff support, and d) recommendations for improvement of transition services. Analysis of the data revealed that special education administrators perceived level of importance for the coordination of transition services is high. Analysis of factors impacting the level of importance revealed eleven transition services that had a positive effect on staff support, size of school district, and full/part time special education administrators. The strongest positive relationships for staff support were the school principal and the special education teacher. The school principal impacted six of the eleven transition services identified, while the special education teacher impacted two of the transition services. Full/part time special education administrators had an impact on research and evaluating best practices, while size influenced two of the variables. The correlation between levels of importance and involvement revealed significant correlation between 40% of the transition services. Special education administrators reported they were more likely to utilize others to coordinate the highest level of involvement in the coordination of services. Size of the school district had a positive effect on the resources needed for coordination of transition services. Time, financial, and community resources were identified as the greatest need for coordination of services. Recommendations for improvement of implementation of transition services clustered into eight categories. However, the greatest number of recommendations from respondents were (a) additional staff employed for the specific purpose of coordination and delivery of transition services, (b) increased community resources to establish linkages with agencies and other related services, (c) additional staff development focused on transition programming, and clarification of the new IDEIA 2004 transition requirements, and (d) federal funding for mandated positions, to provide more equity and commitment to citizens with disabilities in Virginia. / Ed. D.

The purpose of this research was to explore how college students with learning disabilities perceived that their family environments and early educational experiences influenced their decisions in college. An additional goal of this study was to explore how these students understood their learning disability diagnosis and how that understanding affected their academic choices. Participants had documented learning disabilities and used support services during the time of their enrollment at the university. All were students in good standing and had attended the university for at least three years. A qualitative method using unstructured, personal interviews was used. Interviews were analyzed according to broad themes reflecting the research issues. The study is organized according to the chronology of events in the students' lives and reflects their experiences before they attended the university and during the time they were enrolled.The results of this study generally support research of college graduates with learning disabilities which indicates that early and continued personal support, accepting and understanding a learning disability, adequate academic preparation and personal characteristics of persistence, goal setting and extra effort are important components to academic success. This study's results also underscore the importance of transition planning that incorporates students' interests and skills when determining the best match for higher education settings. Implications for further research are included. / Ph. D.