Perceptions of Special Education Teachers on the Transition Planning Process: Examining Practices That Predict a Positive Post-Secondary Outcome for Students With Disabilities in the Lower Rio Grande Valley School Districts

Author

Mayra Lorena Martinez, The University of Texas Rio Grande Valley

Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Special Education

First Advisor

Jesus “Chuey” Abrego

Second Advisor

Marie Simonsson

Third Advisor

Federico Guerra

Abstract

This study explored the significance of the transition planning process for students with disabilities, particularly from the perspectives of the special education teachers. Grounded in Social Cognitive Career Theory (SCCT), this research examined the role of the student, parent, work related experiences and teacher involvement in the transition process, and the relationship between these factors and College, Career, and Military Readiness (CCMR) measures. Using a quantitative approach, that included special education teachers’ responses to the Secondary Education Transition Questionnaire adapted version and a cross analysis with 2022-2023 Texas Academic Performance Report (TAPR) CCMR indicators, the study identified critical gaps between procedural compliance and meaningful student preparedness. The findings highlighted a systemic misalignment between state accountability measures and actual student readiness as measured by special education teachers’ perceptions. The findings concluded that special education students face significant barriers to postsecondary success due to underdeveloped skills and understanding of postsecondary resources, lack of access to paid work experiences and limited understanding from parents in navigating resources available as well as challenges the special education teachers face in implementing their transition plans.

Comments

Copyright 2025 Mayra Lorena Martinez. https://proquest.com/docview/3240588832

Recommended Citation

Martinez, M. L. (2025). Perceptions of Special Education Teachers on the Transition Planning Process: Examining Practices That Predict a Positive Post-Secondary Outcome for Students With Disabilities in the Lower Rio Grande Valley School Districts[Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1703