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dc.contributor.authorOgden, Cheryl Elaine
dc.date.accessioned2014-03-03T21:19:44Z
dc.date.available2014-03-03T21:19:44Z
dc.date.issued2004-05
dc.identifier.otherogden_cheryl_e_200405_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/ogden_cheryl_e_200405_edd
dc.identifier.urihttp://hdl.handle.net/10724/21622
dc.description.abstractThis study examined the perspectives of five young adults with learning disabilities and their experiences receiving transition services while attending high school. Purposeful sampling was used to select five former students with learning disabilities from one small rural high school after transition services were federally mandated by the IDEA in 1990. The participants had graduated from the school seven to nine years prior to the study. Data were collected and analyzed from these semi-structured interviews using the constant comparative method. Data were coded until saturation occurred. Data were analyzed separately and then across cases in which three common themes emerged: (1) Transition services that prepare students for adult challenges lead to self-advocacy, (2) Transition services in a caring environment contributed to building long-term self-confidence, and (3) Involvement of the students in planning transition services contributed to attainment of long-term goals. Findings indicated that students with learning disabilities would benefit from delivery of transition services in a caring environment. Findings further indicated that students with learning disabilities benefit from developing self-advocacy skills and understanding their learning disabilities. A need that emerged from the data was that students with learning disabilities need to become aware of legal rights for which they were entitled because of their identified learning disabilities.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectSpecial education
dc.subjectLearning disabilities
dc.subjectTransition services
dc.subjectEthic of care
dc.subjectSelf-Advocacy
dc.subjectTransition teams
dc.subjectVocational Rehabilitation
dc.titleThe perspectives of young adults on the transition services they received while attending high school
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentEducational Leadership
dc.description.majorEducational Leadership
dc.description.advisorSally J. Zepeda
dc.description.committeeSally J. Zepeda
dc.description.committeeC. Thomas Holmes
dc.description.committeeJohn Dayton
dc.description.committeeJulius Scipio


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