Stakeholder Perceptions: A Qualitative Case Study Examining Cultural Barriers to Developing Individualized Transition Programs for Students with Intellectual Disabilities
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| Publicado en: | ProQuest Dissertations and Theses (2025) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a York, Susanne Lynnette | |
| 245 | 1 | |a Stakeholder Perceptions: A Qualitative Case Study Examining Cultural Barriers to Developing Individualized Transition Programs for Students with Intellectual Disabilities | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a Despite mandated plans for assisting students with transitioning from high school into postsecondary lives, culturally and linguistically diverse (CLD) students with intellectual disabilities (ID) are significantly less likely than their non-disabled peers to experience successful post-secondary outcomes. The problem addressed by this study was that cultural barriers impede the development of transition plans for secondary students with intellectual disabilities from culturally and linguistically diverse backgrounds. The qualitative case study examined the perceptions of stakeholders participating in transition planning for CLD students with ID. Disabilities studies and critical race theory were applied as the theoretical framework guiding the study. Collected data included responses to a brief survey, semi-structured interviews, and reviews of student individual education plans. The participants included six parents of CLD students with ID, five special education teachers, and five special education administrators from a large suburban school district in North Texas. Results indicated that parents and special educators identified language differences as the most significant barrier to transition planning. Teachers recognized deficits in their knowledge of cultural differences and specific disabilities, leading to a lack of self-efficacy. Parents indicated that they did not fully understand transition planning. Study results suggest that pre-service and in-service training is needed for teachers regarding cultural responsiveness, and parent education is needed to prepare families for participating in transition planning. Suggestions for future research include examining the efficacy of culturally responsive practices for building relationships between families and school personnel, comparing transition goals with measurable postsecondary outcomes, and evaluating the impact of educator training on self-efficacy. | |
| 653 | |a Education | ||
| 653 | |a Special education | ||
| 653 | |a Disability studies | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3190147587/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3190147587/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |