Charting the course: a mixed methods investigation into special educators’ role in enhancing transition services for students with disabilities

Best, Megan Elizabeth

Permalink

https://hdl.handle.net/2142/129877 Copy

Description

Title

Charting the course: a mixed methods investigation into special educators’ role in enhancing transition services for students with disabilities

Author(s)

Best, Megan Elizabeth

Issue Date

2025-07-15

Director of Research (if dissertation) or Advisor (if thesis)

Schutz, Michele

Doctoral Committee Chair(s)

Schutz, Michele

Committee Member(s)

• Corr, Catherine
• Ray, Amber
• Moore-Channell, Marie
• Burke, Kathryn

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• transition services
• student and parent involvement
• special educators
• professional development
• mixed methods

Abstract

Transition services within the IEP transition plan are essential to supporting postsecondary success for youth with disabilities. Yet, special educators often lack guidance and training on how to plan and implement services that actively involve students and parents. This study addresses two key gaps in the literature: (a) the lack of guidance on how to effectively facilitate student and parent involvement in transition planning, particularly in the development and delivery of transition services, and (b) the limited availability of interventions designed to support special educators in planning and implementing these services. Using an exploratory sequential mixed methods design, this study involved the development and pre-pilot of the Fostering and Advancing Capacity for Transition Services (FACTS) program, an online, asynchronous professional development intervention for in-service special educators. Phase One examined how special educators identify and implement transition services, as well as their training and support needs. Findings informed the design of the FACTS program, which was then evaluated in Phase Two for its effectiveness in improving knowledge, preparedness, self-efficacy, and perceptions of the importance of teaching student self-determination when planning and implementing transition services. Findings indicate the FACTS program is a feasible, acceptable, and impactful way to strengthen special educator capacity to plan and implement transition services. Participants demonstrated growth in knowledge, preparedness, and self-efficacy to plan and implement transition services that are student- and parent-directed, and that emphasized self-determination. Findings support further development of the FACTS program to improve postsecondary outcomes for students with disabilities.

Graduation Semester

2025-08

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129877

Copyright and License Information

Copyright 2025 Megan Best

Owning Collections