Polly Abdulwahab Dissertation Proposal Defense, Friday, January 23, 2025 @ 10:00 am Central Time

COMMITTEE CHAIR: Dr. Pamela Freeman

TITLE: TEACHER-DRIVEN DETERMINANTS OF TRANSITION PLANNING EFFECTIVENESS FOR STUDENTS WITH INTELLECTUAL DISABILITIES: INVOLVEMENT, EXPERIENCE, BARRIERS, AND PROFESSIONAL DEVELOPMENT

ABSTRACT: Despite federal mandates such as the Individuals with Disabilities Education Act (IDEA), students with intellectual disabilities (ID) continue to experience disproportionately poor postsecondary outcomes in employment, independent living, and education. While IDEA requires that transition services be coordinated and outcome-focused, the quality and consistency of implementation vary widely across schools and districts. Teachers play a pivotal role in the development and delivery of these services, yet empirical research examining how teacher-level variables influence the effectiveness of transition planning remains limited. This quantitative study investigates the extent to which teacher involvement in transition planning, professional experience, access to professional development, and perceived systemic barriers relate to the perceived effectiveness of transition services for students with ID. Framed by Transition Theory, Social Cognitive Theory, the Theory of Planned Behavior, and Differentiated Instruction Theory, the study uses a large-scale survey of secondary special education teachers to analyze how these interrelated factors shape educators’ perceptions of service quality and student preparedness. The study seeks to fill a significant gap in the literature by identifying which teacher-related factors most strongly predict effective transition practices. The results are expected to inform district-level policies, professional development design, and school-based planning efforts. Findings may support more strategic resource allocation, targeted training, and systemic reforms to improve transition planning processes. This research contributes to a more equitable and evidence-based framework for preparing students with intellectual disabilities for fulfilling and independent adult lives.

Keywords: Transition services, intellectual disabilities, teacher involvement, professional development, barriers to transition planning, postsecondary outcomes, Theory of Planned Behavior, Social Cognitive Theory, Transition Theory, Differentiated Instruction

Zoom Link:

https://pvpanther.zoom.us/j/94244323785?pwd=EbvbK5bB8wQuNyZeMkRC1AaxK1TDQj.1

Meeting ID: 942 4432 3785

Passcode: 505770