Date of Award
Spring 3-27-2018
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Christopher Maddox, Ph.D.
Second Advisor
Karen Ellefsen Ph.D.
Third Advisor
Patricia Garcia, Ph.D.
Abstract
Throughout the United States, many school districts offer transition program services for students with disabilities. Some of the transition services include students who are learning social, academic, and vocational skills to live independently. Some students who are enrolled in transition programs may have High Functioning Autism Spectrum Disorder (HASD) and could be looking for postsecondary classes while enrolled in transition programs. The purpose of this intrinsic case study is to explore how instructors perceive the postsecondary classes of students with HASD while enrolled in transition programs. Three research questions that guided this intrinsic case study: (a) How do instructors perceive postsecondary classes of students with HASD enrolled in transition programs? (b) What benefits do instructors perceive of postsecondary classes for students with HASD enrolled in transition programs?, and (c) What challenges do instructors perceive of postsecondary classes for students with HASD enrolled in transition programs? Triangulation within this study includes six one-on-one interviews, six qualitative survey questions, and member checking. Five of the instructors’ perceptions indicated postsecondary classes do exist for students with HASD students while enrolled in transition programs. Only one out of the six participants displayed uncertain perceptions regarding postsecondary classes for students with HASD while enrolled in transition programs. Crucial findings from this intrinsic case study could help postsecondary institutions and transition programs improve postsecondary programming for students with HASD while enrolled in transition programs.