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A multi-year analysis of post-secondary outcomes of graduates who attended a state approved, non-public school special education program
Descriptive
TitleInfo
Title
A multi-year analysis of post-secondary outcomes of graduates who attended a state approved, non-public school special education program
Name
(type = personal)
NamePart
(type = family)
Teta
NamePart
(type = given)
Sara A.
NamePart
(type = date)
1984-
DisplayForm
Sara A. Teta
Role
RoleTerm
(authority = RULIB)
author
Name
(type = personal)
NamePart
(type = family)
Schneider
NamePart
(type = given)
Kenneth
DisplayForm
Kenneth Schneider
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
(type = personal)
NamePart
(type = family)
Romasz-McDonald
NamePart
(type = given)
Tanya
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Tanya Romasz-McDonald
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
co-chair
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
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NamePart
Graduate School of Applied and Professional Psychology
Role
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school
TypeOfResource
Text
Genre
(authority = marcgt)
theses
OriginInfo
DateCreated
(qualifier = exact)
2015
DateOther
(qualifier = exact);
(type = degree)
2015-05
Place
PlaceTerm
(type = code)
xx
Language
LanguageTerm
(authority = ISO639-2b);
(type = code)
eng
Abstract
(type = abstract)
There are very few published follow-up studies of high school graduates who were classified with a disability from state-approved, Non-Public School (NPS) special education programs. The purpose of this dissertation was to explore the post-school outcomes of a cohort of graduates from a college preparatory, state-approved, special education high school program in a NPS setting. The specialized program provided intensive support of the students’ pursuit of the state-standard diploma and subsequent transition to post-secondary college or university enrollment. Twenty graduates completed a post-school outcomes survey and three school professionals completed a transition self-assessment rating scale indicating the presence of evidence-based transition practices. This study was informed by the Taxonomy for Transition Programming and the post-school Quality of Life theoretical models. Results supported positive education and employment experiences: 85% of graduates received a state-standard diploma, 90% enrolled in post-secondary education programs, and half were currently employed. A majority of graduates continued to live with their parents. The graduates’ post-school community engagement experiences remained unclear. Transition practices supporting post-school community engagement were indicated as minimally present. Findings suggested the evidence-based transition practices most implemented primarily supported transition to post-school education, with several practices present to support employment and independent living experiences. The data collection process provided an initial assessment of the graduates’ post-school experiences and of the evidence-based transition practices implemented in the school setting. The findings support the school professionals’ ability to make data-based decisions to adapt the provision of secondary transition services which will improve the post-school outcomes of the graduates with disabilities from the NPS program.
Subject
(authority = RUETD)
Topic
School Psychology
Subject
(authority = ETD-LCSH)
Topic
Special education
Subject
(authority = ETD-LCSH)
Topic
Children with disabilities--Education
Subject
(authority = ETD-LCSH)
Topic
Private schools
RelatedItem
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_6518
PhysicalDescription
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electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
1 online resource (viii, 185 p. : ill.)
Note
(type = degree)
Psy.D.
Note
(type = bibliography)
Includes bibliographical references
Note
(type = statement of responsibility)
by Sara A. Teta
RelatedItem
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier
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rucore10001800001
Location
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(displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier
(type = doi)
doi:10.7282/T3B859XP
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
(ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder
(type = personal)
Name
FamilyName
Teta
GivenName
Sara
MiddleName
A.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
(encoding = w3cdtf);
(qualifier = exact);
(point = start)
2015-05-04 12:31:53
AssociatedEntity
Name
Sara Teta
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
RULTechMD
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ContentModel
ETD
OperatingSystem
(VERSION = 5.1)
windows xp
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