Graduation Term
Fall 2024
Degree Name
Doctor of Education (EdD)
Department
Department of Special Education
Committee Chair
Kim Fisher
Committee Member
Allison Kroesch
Committee Member
Yun-Ching Chung
Abstract
The purpose of this qualitatively-driven parallel mixed methods study was to examine how culturally and linguistically diverse students with emotional and behavioral disabilities and their families experience the transition planning process. Using similar instrumentation, this approximate replication study modeled a previous qualitative study conducted by Trainor (2005). A diverse participant group was recruited to gain a better understanding of the multifaceted strengths and needs during the transition process for students with EBD with intersecting identities. Key findings included similarities and differences in the knowledge and perception of the transition planning process among parents and students that reflected the interplay between the cultural ecological theory and intersectionality. These findings extended previous research (e.g. Trainor, 2005) by identifying knowledge, perceptions, and experiences of rural CLD students with EBD during the transition planning process. Implications for future policy, practice, and research highlighted the need for increased collaboration during the transition process for students, families, and key school staff.
Access Type
Dissertation-Open Access
Recommended Citation
Shaw, Jennifer, "PERCEPTIONS OF THE TRANSITION PROCESS FOR RURAL CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIES AND THEIR PARENTS" (2024). Theses and Dissertations. 2031.
https://ir.library.illinoisstate.edu/etd/2031