A local problem exists with transition service providers lacking the skills and knowledge necessary to effectively implement transition planning practices, ensuring youth with disabilities experience positive in-school and post school success. The purpose of this basic qualitative study was to investigate transition service provider perceptions of implementation variables that impact the transition service providers' use of evidence-based practices with youth with disabilities. Kohler, Gothberg, Fowler, and Coyle's Taxonomy for Transition Programming 2.0 was used as the conceptual framework for this study. Interview participants included 5 special educators, 4 general educators, 2 district administrators, 2 child study team members, and 2 guidance counselors. Open coding and thematic analysis were used to analyze the results from 15 participants. Themes that emerged from the results of this study were the need for professional development for educators and the need for assistance with parental engagement in the transition planning process. Results from this study may provide positive social change in the form of data to inform future professional development for schools and districts across the United States regarding how to provide meaningful transitional support to youth with disabilities.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T17:44:41Z No. of bitstreams: 1 GINZEL_Flavia_2017.pdf: 64374437 bytes, checksum: 72d1bd50ec3a584fc26bb24f0fbae207 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T17:44:50Z (GMT) No. of bitstreams: 1 GINZEL_Flavia_2017.pdf: 64374437 bytes, checksum: 72d1bd50ec3a584fc26bb24f0fbae207 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T17:44:54Z (GMT) No. of bitstreams: 1 GINZEL_Flavia_2017.pdf: 64374437 bytes, checksum: 72d1bd50ec3a584fc26bb24f0fbae207 (MD5) / Made available in DSpace on 2017-08-11T17:45:00Z (GMT). No. of bitstreams: 1 GINZEL_Flavia_2017.pdf: 64374437 bytes, checksum: 72d1bd50ec3a584fc26bb24f0fbae207 (MD5) Previous issue date: 2017-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) / The main objective of this research is to understand the transition modes for the adult life of University students. From comprehensive interviews guided by a semi-directive script, we sought to understand a set of experiences and challenges - especially in the University, in the world of work and in family life - that could be revealing of the processes of transition to adult life lived by ten young people - five girls and five boys - who study at the Federal University of São Carlos - Sorocaba campus. Held between the years of 2015 and 2016, the study focused on students from different courses and social insertions who had already attended at least half of their degree. The analysis of their narratives evidenced a multiplicity of trajectories, which are characterized by non-linear biographical pathways. The study revealed the importance of the new policies of access and permanence in the University, which have promoted a growing heterogeneity of subjects in a space historically restricted to the elites. In addition, it was possible to observe that while the trajectories are increasingly heterogeneous and unique, structural issues - especially linked to social origin and gender - appear as common challenges to be faced by girls and boys in their processes to conquer autonomy and Independence. / A pesquisa tem como objetivo central compreender os modos de transição para a vida adulta de jovens universitários. A partir de entrevistas compreensivas orientadas por um roteiro semi-diretivo, buscou-se apreender um conjunto de experiências e desafios – especialmente na universidade, no mundo do trabalho e na vida familiar – que pudessem ser reveladores dos processos de transição para vida adulta vividos por dez jovens - cinco moças e cinco rapazes - que estudam na Universidade Federal de São Carlos campus Sorocaba. Realizado entre os anos de 2015 e 2016, o estudo focalizou estudantes de diferentes cursos e inserções sociais que já tivessem cursado pelo menos a metade da graduação. A análise de suas narrativas evidenciou uma multiplicidade de trajetórias, as quais se caracterizam por percursos biográficos não-lineares. O estudo revelou a importância das novas políticas de acesso e permanência na universidade, as quais vêm promovendo uma crescente heterogeneidade de sujeitos em um espaço historicamente restrito às elites. Além disso, foi possível observar que ao mesmo tempo em que as trajetórias estão cada vez mais heterogêneas e singularizadas, questões estruturais – sobretudo ligadas à origem social e ao gênero – aparecem como desafios comuns a serem enfrentados pelas moças e rapazes em seus processos de conquista de autonomia e independência.