Date of Award

7-17-2015

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

English

First Advisor

Jennifer V. Rotigel, D.Ed.

Second Advisor

Valeri R. Helterbran, Ed.D.

Third Advisor

Crystal Machado, Ed.D.

Abstract

Students with disabilities are increasingly entering college classrooms. In secondary settings, students with disabilities are provided with academic, social, and emotional supports. They also receive assistance in creating a comprehensive plan for transition to post-secondary educational settings, employment, and independent living. This qualitative study examined the perceptions of students with disabilities towards the transition planning process in a cyber-charter school. Students in the study planned to attend two and four year traditional college programs. The role of family involvement and learning support teachers throughout the transition planning process was also explored.

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