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Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism Spectrum DisorderThomas, Jamie Allison 05 1900 (has links)
Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices (EBPs) in the planning and implementation of transition services. EBPs for effective transition planning and implementation have been documented in the literature but do not appear to be fully utilized in practice to achieve desired student outcomes, reflecting a research-to-practice gap. EBPs have the potential to produce positive outcomes at the high school level, if implemented with fidelity. Special education personnel, especially administrators, play a vital and unique role in transition planning. They can either facilitate or hinder the process. This phenomenological study investigated the perceptions of public school administrators regarding the extent of their awareness of EBPs to ensure the successful transition of students with ASD and associated barriers. Semi-structured interviews were conducted with 10 secondary-level public school administrators. Major themes identified through analyzing the qualitative data included (a) a positive vision for students with ASD, (b) characteristics of a good transition program, (c) administrators' roles in the transition process, (d) barriers to EBP implementation, (e) strategies to reduce barriers, and (f) ownership of what administrators can do to remedy the problem. Lastly, the study generated recommendations to assist school districts with improving transition services for students with ASD.
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The role of decision-driven data collection on Northwest Ohio Local Education Agencies' intervention for first-time-in-college students' post-secondary outcomes: A quasi-experimental evaluation of the PK-16 Pathways of Promise (P³) ProjectDarwish, Rabab 20 May 2021 (has links)
No description available.
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