Date of Award
8-9-2025
Document Type
Non Thesis
Degree Name
Master of Arts in Special Education
Department
Education
Program
Special Education with Autism Spectrum Disorder Licensure
Capstone Instructor
Mandy Kasowicz
Second Reader
Diane Harr
Keywords
self-determination, autism spectrum disorder, transition planning, IEP, student agency, culturally responsive practices, professional development, special education
Abstract
Despite decades of legal mandates under the Individuals with Disabilities Education Act (IDEA), students with autism spectrum disorder (ASD) continue to face disproportionately poor postschool outcomes in employment, independent living, and higher education. Research consistently identifies self-determination as a critical predictor of positive adult outcomes, yet transition planning in many educational settings remains procedural, adult-driven, and disconnected from student agency. This capstone explores how self-determination can be meaningfully embedded into transition planning by synthesizing literature across legal foundations, structured interventions, culturally responsive practices, and implementation strategies. Grounded in Self-Determination Theory, the literature review reveals that student-led IEPs, autonomy-supportive instruction, and culturally responsive practices foster academic and behavioral gains and long-term autonomy, competence, and relatedness. Chapter Three provides actionable recommendations for practice, including the integration of digital tools, sustained professional development, cross-team collaboration, and family-community partnerships. This research supports a systemic shift toward student-centered transition planning as both an educational imperative and a social justice priority.