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Exploring how individual transition plans in a school district support special education student employment

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Exploring how individual transition plans in a school district support special education student employment

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Content EXPLORING HOW INDIVIDUAL TRANSITION PLANS IN A SCHOOL DISTRICT
SUPPORT SPECIAL EDUCATION STUDENT EMPLOYMENT

by

Ashley Gervin

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2017

Copyright 2017 Ashley Gervin

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DEDICATION

It is of utmost importance that I begin this transcript’s dedication to God and His favor
over me for three years. Travel graces, financial stability, and opportunities that have been
afforded to me and my family in order to pursue this doctorate, have come from my Heavenly
father above.
To Caleb, I cannot put in words how the strength of your support, and never-ending
love has covered a multitude of things in our marriage and for our children. The project we
prayed through during these doctoral program years, has allowed me to take on a position as
the first African-American woman to work as an administrator for Seaside Cliff District’s
Special Education Department. You have and continue to make sacrifices for our family, and
I thank you so much for your unselfishness throughout this journey.
To Cash, Chloe, Calista, and Cannon, you four blessings are indeed from above. You
have persevered through mommy working and writing, and have done your best to allow me
to do just that! I love you all so much. This is just the beginning of what accomplishments
you will be able to tackle in your predestined futures filled with God’s grace, talent, wisdom,
and greatness.
To my mom and dad, your faith in me to do anything since the beginning of time, has
provided me a lifetime of inspiration. Although, there were many times of exhaustion and
frustration, your encouragement helped me to focus on my goal–to finish what I started. The
biblical principles you have instilled in me have been the true reason as to how my
accomplishments are being realized. To my family and friends who have encouraged me and
helped me along this process, I thank you from the bottom of my heart.

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ACKNOWLEDGMEN TS
I would like to thank the members of my dissertation committee: Dr. Margo
Pensavalle, Dr. Patrick Gallagher, and Dr. Nicole Maccalla, for their support and assistance
throughout the development of my dissertation. This was an incredible opportunity which has
allowed me to reflect on my current profession, as an educator of students with disabilities,
continuing to serve a marginalized population and their families.
I would like to thank the case managers, graduated students with disabilities, school
district, and local businesses that participated in this study. Your willingness to truthfully
provide insight and personal experiences for developing better educational programs is greatly
appreciated.
I would like to especially thank my family at The Learning Tree, in Palm Desert. The
entire staff is like family, as you watched our littlest child and included her so that I could
achieve this great feat. Thank you for always welcoming all three of my children to school
daily, as understanding educators, great listeners, and flexible beings. This has been a great
support that was definitely needed throughout the last year of the doctoral program.
Thank you to my colleagues in my profession. Your jokes, stories, wisdom, support
and experience has propelled me through handling the workload as a wife, mother, school
administrator, and student.
Finally, to the professors who I have had the pleasure of learning, listening, and
connecting with, thank you for your expertise and friendship. I am honored to be working
and collaborating among the best educators in the world, and a part of the USC doctoral
family!
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ABSTRACT
Because of the required individual education plan (IEP) for special education students enrolled
in public schools today, the interest regarding how effectively high school students with
disabilities (SWD) are supported, specifically with work experience has been emphasized
through the individual transition plan (ITP), a part of the IEP required for high school students.
While we have witnessed an increase of inclusion of SWDs in general education
environments, we have not successfully identified specific strategies for work–related
transition goals and activities on ITPs. The legal obligation to establish appropriate work-
related transition goals for students is imperative, as the majority of SWDs access employment
after high school graduation. Because of this, the research questions used to guide this study
revealed employment goals and activities on ITPs, and the extent to which they prepare
students for employment. This research will foster information so that effective strategies may
be established for school districts to implement. By triangulating data from interviews,
surveys, and document reviews-the findings of this study will disclose ways in which SWD are
prepared and supported for post secondary employment. Collectively, the study's participants
revealed (1) how are employment goals and activities assigned in ITPs, (2) the extent to which
employment activities in ITPs adequately prepare students for employment, and (3) the extent
to which students are prepared for employment. However, graduate student interviews and
results from surveys may reveal significant discrepancies between implemented ITP goals and
activities, and the extent to which students and employers benefit from them.
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Table of Contents
List of Tables ......................................................................................................................7
List of Figures ....................................................................................................................8
Chapter One: Overview of the Study .................................................................................9
Background of the Problem .................................................................................. 11
Statement of the Problem ...................................................................................... 12
Purpose of the Study ............................................................................................. 13
Importance of the Study ........................................................................................ 14
Organization of the Study ..................................................................................... 15
Limitations and Delimitations ............................................................................... 16
Chapter Two: Literature Review ......................................................................................19
Historical and Philosophical Perceptions on Vocational Education ..................... 22
Accommodations and Modifications Supporting Inclusion .................................. 26
Communities of Practice and Learning ................................................................. 34
Career Technical Education and Transition Opportunities ................................... 36
State and District Level Transition Opportunities ................................................ 39
Employer Expectations ......................................................................................... 43
Summary ............................................................................................................... 45
Chapter Three: Methodology ...........................................................................................52
The Researcher ...................................................................................................... 54
Preliminary Research ............................................................................................ 55
Sample and Population .......................................................................................... 56
School District Demographics .............................................................................. 56
Overview of Instrumentation ................................................................................ 67
Data Collection ..................................................................................................... 79
Data Analysis ........................................................................................................ 80
Theoretical Framework ......................................................................................... 82
Summary ............................................................................................................... 85
Chapter Four: Results .......................................................................................................86
Overview of Findings ............................................................................................ 86
Research Question 1 Findings............................................................................... 90
Interviews .............................................................................................................. 92
Surveys .................................................................................................................. 95
Summary ............................................................................................................. 10 3
Research Question 1a Findings ........................................................................... 10 3
Interviews ............................................................................................................ 108
Surveys ................................................................................................................ 109
Summary ............................................................................................................. 11 2
Chapter Five: Discussion ...............................................................................................113
Analysis ............................................................................................................... 114
District Staff Supports and Knowledge .............................................................. 118
Student Participation in Learning ....................................................................... 121
Communities of Practice ..................................................................................... 124
Discussion ........................................................................................................... 126
Recommendations for Practice ........................................................................... 12 6
Future Investigation ............................................................................................ 12 7
6
Methodological Dilemmas .................................................................................. 12 8
Conclusion .......................................................................................................... 129
References ......................................................................................................................131
Appendix A. Key Terms ................................................................................................138
Appendix B. District Workability Business Affiliation Industries ................................14 5
Appendix C. Open-Ended Survey Items for Case Managers .........................................146
Appendix D. Open-Ended Survey Items for Para-Educators .........................................147
Appendix E. Open-Ended Survey Items for Employers ................................................148
Appendix F. Individual Transition Plan .........................................................................1 49
Appendix G. Interview Protocol for Students ................................................................151
Appendix H. Document Review Protocol ......................................................................15 2
Appendix I. WA1 Array of Services for High School ...................................................153
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LIST OF TABLES
Table 1. Continuum of Educational Services for SWD ..................................................28
Table 2. CTE Sectors and Pathways ...............................................................................38
Table 3. Literature Review Table ....................................................................................48
Table 4. Methodology Synopsis ......................................................................................53
Table 5. District’s Comprehensive High School Demographic Profiles ........................57
Table 6. District Vocational Programs ............................................................................58
Table 7. Case Manager Demographics (N=17)* .............................................................61
Table 8. Special Education Para Educator Demographics and
Experience (N=7)* ............................................................................................63
Table 9. Business Affiliation Demographics (N=11)* ...................................................65
Table 10. Graduated SWD Demographics (N=17)* .......................................................67
Table 11. Linkage of Instruments, Research Question Components, and
the Literature ..................................................................................................72
Table 12. Special Education Information System (SEIS) Generated
Employment Activities List .............................................................................78
Table 13. Chart Schedule of Data Collection and Analysis ............................................80
Table 14. Graduated SWDs Demographics (N=17)* .....................................................93
Table 15. Case Manager Provisions for Supporting SWD Employment (N=15) ...........96
Table 16. Business Affiliation Demographics (N=11)* .................................................99
Table 17. Business Findings on Strengths and Weaknesses of Interned Students
with Disabilities (N=11)* .............................................................................100
Table 18. Employer Expectations by Industry and Themes (N=11) .............................102
Table 19. ITP Employment Goals of Senior SWD (n=63) ...........................................10 5
Table 20. ITP Student Activities Chosen for Senior SWD (n=63) ...............................107
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LIST OF FIGURES
Figure 1. Stakeholder Engagement .................................................................................. 31
Figure 2. Workability Career Clusters ............................................................................. 41
Figure 3. Years Case Managers Worked as Special Education Teacher in District ......... 60
Figure 4. Years Para Educators Worked with WA1 for the District of Study ................. 62
Figure 5. Years Para Educators Worked in District of Study .......................................... 64
Figure 6. Data Collection and Analysis Process .............................................................. 81
Figure 7. Situated Learning Theory ................................................................................. 83
Figure 8. Educational Experiences of Situated Learning Theory .................................... 84
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CHAPTER ONE: OVERVIEW OF THE STUDY
The majority of high school students with disabilities (SWD) transition from secondary
school to the workforce. All SWD require an Individual Transitional Plan (ITP), a part of the
Individual Education Plan (IEP) to support post graduation capabilities. Inclusion practices for
mild to moderate SWD has increased, and nearly 30 years of program improvements have
helped serve special education populations through the public school system. School systems
continue to emphasize standards in reading, writing, and arithmetic mastery; yet SWD
pursuing diplomas, do not typically pursue post secondary education. Agencies support job
development for SWD through state, county, and at district levels. The IEP provides school
staff, families, and students documented academic levels and goals annually. Regarding
employment transitions for high school SWD, was an important topic for study, as this group
of students predominantly matriculate into the employment field post graduation.
In 2010, common core state standards (CCSS) included an emphasis on career
technical education (CTE) standards for middle and secondary students (California Career
Technical Education Model Curriculum Standards, 2013; Individuals with Disabilities
Education Act of 2004; National Center for Education Statistics, n.d.). The CTE standards
provided a framework for vocational programs, offering alternative opportunities within
comprehensive high school settings. While vocational programs promote learning and lifelong
skills, the vitality of these services depends on funding, student enrollment, and community
need, and are different amongst regions (California Career Technical Education Model
Curriculum Standards, 2013; Individuals with Disabilities Education Act of 2004; National
Center for Education Statistics, n.d.). We know vocational programs at large support SWD
and marginalized populations in developing job skills (Benz, Lindstrom, & Yovanoff, 2000;
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Heckman & LaFontaine, 2010; Symonds, Schwartz, & Ferguson, 2011; Vernon, Baytops,
McMahon, Padden, & Walther-Thomas, 2003). All employment focused opportunities within
this district of study are included in this paper to see evidence of SWD involved in vocational
experiences. This paper reveals inclusion and participation experiences designed for SWD.
Employment programs include: Workability (WA1), Transition Partnership Program (TPP),
and CTE academies.
Positive and negative feelings towards inclusion of SWD divides education’s
stakeholders even today. Policy makers, district personnel, school administration, teachers,
and parents show favoritism towards either vocational or general education tracks, and even
inclusion. For many SWD, accessing vocational opportunities while in high school is
necessary in order to acquire skills for post secondary success.
IEPs delineate student disability(s), strengths, weaknesses, and needs in conjunction
with their college or employment aspirations. Furthermore, ITPs require employment goals
and activities updated annually to provide support to transition from high school to young
adulthood. Funding and school programs are ways in which vocational experiences can be
provided. Employment experiences for SWD should be linked to ITP employment goals and
activities. This case study included current programs within this district to explore all
available employment activities. The surveyed stakeholders were special education teachers
(e.g. case managers), job developers (e.g. para educators), businesses, and interviewed
graduated students. The data reflected high-incidence SWD with only a specific learning
disability (SLD), which included auditory, visual, and kinesthetic processing deficiencies, and
dyslexia, as these were the most common form of disability among students with an IEP.
These students were enrolled in a southern California school district, made up of four
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comprehensive high schools. The methods used for data collection included interviews,
surveys, and document reviews of ITPs from a students’ senior year. Limitations and
delimitations of this case study are described below. Information was designed to contribute
to the realm of special education in the areas of: ITP goals and activities, transitioning out of
high school, and workforce preparation.
Background of the Problem
Literature revealed findings associated with academic achievement, transition services,
special education, and post secondary involvement for SWD. The Office of Special Education
Programs (OSEP), and the Office of Special Education and Rehabilitative Services (OSERS),
divisions of the United States Department of Education, compose programs and forums for
disabled populations at large, hosting online webinars and producing information to establish
programs at the government level and distributed to states (U.S. Department of Education,
2014). The State Performance Plan (SPP) and the Annual Performance Report (APR), annual
indicators revealing student graduation rates, employment rates, postsecondary school
enrollment, and IEP transition services depicted the specifics of disabled populations by county
and district levels Department of Education, 2014a). In 2009, students ages 18 through 24
with a reported disability had an 80% high school completion rate (U.S. Department of
Education, National Center for Education Statistics, NCES, 1999). In 2014, the district of
study’s graduation rate for SWD was 74%, with a drop out rate of 11.7%. In 1995, the
National Postsecondary Student Aid Study (NPSAS) sampled 21,000 undergraduates
nationwide. Data disclosed that 6% of students reported a disability in college. Among the
undergraduates who reported a disability, 29% were with a SLD and 23% with orthopedic
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impairment (OI). Undergraduate students with disabilities were more likely to be older White
men of non-Hispanic background (U.S. Department of Education, NCES, 1999). Ultimately,
SWD who pursued postsecondary education made up a very small population. While
academic support is necessary to access reading, writing, and math content during secondary
school, vocational experiences prepare students for longitudinal success after graduation
(Wagner & Blackorby, 1996). Pursuant to a high school students ITP, this study disclosed
truths on how SWD are supported in employment opportunities. Furthermore, post secondary
studies revealed 90% of students without a disability, compared to 9% of SWD were enrolled
into post secondary institutions (Levesque et al., 2008).
Statement of the Problem
The high numbers of SWD entering the workforce post high school graduation,
necessitates aligning ITP employment goals and activities with high school experiences.
Ainsworth and Roscigno (2005) and Bagnall (2000) believed job opportunities develop life
skills necessary to pursue an autonomous future, while businesses also want students prepared
for internships. As school districts understand legal obligations to their SWD population,
litigation suggests that more needs to be done in appropriately transitioning SWD.
Nationwide, school districts have been sued due to SWD not receiving appropriate ITP
services.
The National Longitudinal Transition Study (NLTS2) looked at SWD during post high
school years between 2001 and 2009 (Newman, Wagner, Cameto, & Knokey, 2009). Five
waves of data collected showed graduates, ages 17-21 and out of high school from one month
to four years. Providing the nation’s employment status, engagement, independence,
community involvement, and post secondary school enrollment for SWD, indicated those
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attending any post secondary institution was less than 10%, leaving a large percentage of
SWD joining the workforce (Newman et al., 2009). Literature shared negative and positive
engagement for SWD after high school, and indicated the highest participation from this
group was in employment. Yet, graduated SWD, also fell into represented categories such as:
no job, no community involvement, no post secondary school attendance.
Inequities in education are contributed to the inability to access available programs.
Marginalized groups have been less likely to access opportunities at the same rate as non-
marginalized students. As SWD benefit from modifications and accommodations to
curriculum, some cases revealed general education settings were not provided to these
students (Heckman & LaFontaine, 2010; Lee, Wehmeyer, Soukup, & Palmer, 2010). To
address this problem, the study was guided by the following research questions.
1. Do the employment focused activities in Individual Transition Plans (ITPs)
adequately prepare Students with Disabilities (SWD), specifically with a Specific
Learning Disability (SLD) for employment?
a. What is the nature of those goals and activities?
Purpose of the Study
The purpose of this study was to understand the extent to which SWD, with a learning
disability, experience employment opportunities in high school in association with their ITP
employment goals and activities conferred. Due to the district’s SWD graduation rate from
the 2013-2014 school year, and NLTS2 national data for graduated SWD, this study closely
examined one district’s ITPs and actual experiences of stakeholders to explore the ways
employment goals and activities were provided within its four comprehensive high schools.
Many students have suffered from the monochromatic system of academically geared high
school diplomas, where reading, writing, and math rigor is of utmost importance. Students
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with available IEP accommodations and modifications to access curriculum struggle as these
tools are under utilized or not utilized at all within the general education settings (Arum &
Shavit, 1995; Benz et al., 2000; Freidel, 2011; Heckman & LaFontaine, 2010). Employment
opportunities available to only SWD in the district of study included: Transition Curriculum
(e.g. TPP), and Internships (e.g. WA1). With new CTE standards for the state of California,
alternative curriculum opportunities had been implemented with a focus on vocational skills
for graduating high school (Boardwalk County Office of Education (2016c). Researchers
believe students who matriculate through high school and earn a diploma have a greater
chance of employment than a high school dropout (Arum & Shavit, 1995; McDaniel &
Khuen, 2012). Therefore, investigating learning experiences is crucial because high school is
the last system supporting SWD before adult life. While in school, the least restrictive
environment (LRE) supports learning, connects social experiences, and promotes participation
of activities within classrooms and alongside others engaged in similar activity (Benz et al.,
2000). Therefore, the findings from this study provide implications and recommendations to
assist the district’s stakeholders who serve the SWD population in employment opportunities.
Importance of the Study
In 2000, post secondary institutions had most SWD enrolled in personal and consumer
service fields at 13%, and in 2004 16% enrolled in the public, social, and human service fields
(Levesque et al., 2000). The increased percentage of enrollment showed continued desire to
participate in vocational fields. Data uncovered that over 30% of SWD nationwide, spanning
four disability categories, were not engaged in school or employment after high school
graduation (Newman et al., 2009). School districts value accountability, enrollment, program
development, and services for their student learners. Any funding policy has advantages and
15
disadvantages, but in 2013, funding public education was made more equitable through the
Local Control Funding Formula (LCFF) (Dhuey & Lipscomb, 2013). The district of study
determined through California’s Local Control Accountability Plan (LCAP) that increased
investments for special education students and staff, and CTE programs, were a funding
priority. As we know, most high school SWD pursue employment after graduation, yet little
research identifies how high school experiences and ITP employment goals and activities are
applied to their learning experiences. Within the public school system, programs such as
WA1, TPP, and CTE programs offer experiences related to job skill preparation. Therefore, as
high-incidence disabilities make up the majority of the SWD population, this study shares their
experiences in high school and reviews their ITPs to determine how schools are preparing
these marginalized youths for employment.
Organization of the Study
The methodology of this study included interviews, surveys, and document reviews of
the ITP employment section (e.g. goal, activities) of the IEP. Specific literature on historical
and current vocational and special education legislature brought to account current educational
practices in America. For centuries, scholarly educators and philosophers debated over
vocational and special education viewpoints related to socialization, equity, and positive
engagement. Stances of educators produced outcomes and negated opportunities for students
nationally, especially for those with disabilities. Immersed within the public school system,
programs and classes have taught vocational skills at the high school level. In addition to
school staff and student experiences, businesses had necessary information in regards to
employer expectations.
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Involved communities of practice were vital in preparing SWD for successful work
experiences during secondary school instruction. In line with student involvement, Situated
Learning theory, supported ideas of practicing skills through consistent participation for
learners (Lave & Wenger, 1991; Ray, 2006). Additionally, cognitive development, required
complete social interaction, and was a key component to the theoretical framework of Situated
Learning theory. Interaction for learning skills, training and apprenticeship, increased ability
to actively learn being surrounded by others who were simultaneously learning with them
(Lave & Wenger, 1991; Ray, 2006). Interrelated findings among these stakeholders revealed
successful and unsuccessful happenings of school to work involvements.
Limitations and Delimitations
The study used a sample of convenience; therefore, the results cannot be completely
applied to the greater population. The data were snapshots, dependent upon conditions
occurring at the time of collection. Instrumentation for the methodology used interviews,
surveys, and document reviews. Collecting various information afforded data triangulation, as
methods provided information from businesses, graduated SWD, special education teachers,
and para educators (Denzin, 1978). Data disclosed only what the interview questions
requested, limiting data. The document review only reviewed the ITP employment services
section, limiting the ability to examine other portions of the IEP or ITP. The goals for SWD
when chosen are open ended and made up of a variety of individualized desires, while
employment activities were a predetermined list from a drop down menu, on the Special
Education Information System (SEIS), which special education teachers (e.g. case managers)
select, document, and agree upon during an IEP.
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The researcher was aware that implications of relationships may cause lack of honesty
during the interview or survey completion. The role of the researcher was important, as a
participant in the study, being employed by the district, and regarding credential conflicts. An
understood awareness of the researcher led to ensured trustworthiness, and credibility
throughout the data collection process. No incentives were used to persuade district staff to
participate, and surveys were anonymous. While, special education case manager and para
educator participation can present a limitation, they may over exaggerate their answers
thinking that if they say the truth it may be used against them; or may share things that don’t
actually happen. As an employee of the district the data collected was conveyed without bias.
In order to provide purposeful recommendations to the district, this researcher kept all
collected information confidential, and was trustworthy with reported findings.
The sampling strategy for this study was purposive, as student graduates chosen had
been eligible for special education services by having a specific learning disability (SLD)
only, participated in the Workability (WA1) internship program, and graduated in 2013 or
2014. All case managers surveyed were employed at a comprehensive high school, serving
SWD of mild to moderate disabilities. Para educators surveyed worked for the WA1 program
as job developers. Businesses surveyed were in affiliation with the district, providing WA1
internships to SWD. Additionally, if graduates were made aware of the full purpose of the
interview, they may modify their answers to target the research question. The characteristics
creating boundaries for this study came from a focused research question that wanted to know
the extent to which SWD in high school receive employment opportunities for transitioning,
from one school district nestled in southern California. As this study narrows in on a
particular California school district, it is not applicable to other geographical regions.
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Furthermore, there are other related problems existing in special education that could have
been chosen to review, but have not been included for analysis in this study.
Clearly intended selections of the district’s stakeholders explicated the criteria of
participants and increased the credibility of these findings. The researcher’s position in the
district strengthens the contribution of knowledge as a participant in this study. Useful facts
from the stakeholders involved in this study, was essential in understanding the needs
surrounding SWD employment opportunities during high school. Implications for this
investigation yielded results that enlightened special education employment transitions and
the stakeholders invested in this experience. Appendix A identifies the Key Terms used in
this study.
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CHAPTER TWO: LITERATURE REVIEW
This chapter is an exploration of the historical and current viewpoints on special and
vocational education related to employment transition opportunities involving SWD in public
education. Vocational training programs promoted learning and lifelong skills supporting
various student populations; skills transferrable to careers, and helpful in providing
engagement to content, leading to motivation, persistence, and mastery (Domina, Conley, &
Farkas, 2011). Considering special education services provided through public education, it
was important to know how students achieved, engaged, and stayed motivated within the
system. Transition services in secondary school, supported high school SWD for necessary
preparation particularly for employment. Because of the limited research surrounding SWD
and their extent of employment transition opportunities, literature included in this study was
comprised of national data, and practices that are relevant to employers, special education,
and vocation in public schools (Lave & Wenger 1991; Newman, Wagner, Huang et al., 2011;
Ray, 2006).
For over 200 years, scholars have debated learning theories to inform education
practices, and for centuries, education innovators have debated the expectations and
curriculum for public education. Public school programs, special education practices, and
business perspectives are triangulated services related to employment transition planning for
SWD. Modern day theorists, Lave and Wenger (1991) addressed the importance of schools
supporting student exposure to real life, and social experiences relevant to one’s community
(Dewey, 1897; Lave & Wenger, 1991; Ray, 2006), as transitioning SWD for positive post
secondary outcomes was an obligation of the ITP. The Individuals with Disabilities
Education Act (IDEA) holds public schools accountable for educating the nation’s 5.8 million
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children with disabilities (California Department of Education, 2014). In the 2013-14 school
year, the nation served students with a SLD at a rate of 35%, averaged the largest group of
students who received special education services between the ages of 3 through 21 (U.S.
Department of Education, National Center for Education Statistics, NCES, 2016). As
inclusion became more prevalent, SWD increased their time spent in general education
classes over the years, and currently over 60% of the population received instruction in the
general setting 80% of the day (U.S. Department of Education, NCES, 2016).
Student IEPs designated individual educational program design, disability, services,
present levels, and other pertinent background information in order to offer a Free and
Appropriate Education (FAPE), mandated by the federal court system. As early as age 14,
and in some cases, middle school, the development of an ITP provided transitioning for post
secondary school or employment services. The ITP included required transition service
components defined by an education or training goal with a coordinated set of activities, and
an employment goal with a coordinated set of activities, promoting school to post-graduation
transition. It was important to this study that all employment opportunities within the district
of study be researched to show the extent to which high school SWD were transitioning with
employment preparedness.
For this study, a thorough analysis of literature’s key ideas was identified. This chapter
explored background information to address the research question and sub question in the
following areas:
a) historical and philosophical perceptions on vocational education (Bowen, Kurzwell,
Tobin, & Pichler, 2005; Chase, 2013; Cohen & Brawer, 2003; Dougherty, 1994;
21
Dubois, 1973; Freidel, 2011; Harper, Patton, & Wooden, 2009; Holzer, 2012; Lemons,
2013; Newman et al., 2009; Pincus, 1986; Smith, Buzi, & Abacan, 2014),
accommodations and modifications supporting inclusion (Ambrose, Bridges,
DePietro, Lovett, & Norman, 2010; Andrews, Miller, Evans, & Smith, 2000; Arum &
Shavit, 1995; California Department of Education, 2014; Chambers, Shkolnik, &
Perez, 2003; Cook, 2004; Creswell, 2014; Dhuey & Lipscomb, 2013; Domina et al.,
2011; Fiedler & Van Haren, 2009; Fuchs, Fuchs & Stecker, 2010; Holzer, 2012; Lee et
al., 2010; Merriam, 2009; Newman et al., 2009; Lee et al., 2010; Ray, 2006; Schein,
2004; Schreurs & Chase, 2016; Sleezer, Gularte, Waldner, & Gordon, 2004; Smith,
2005; Stinebrickner & Stinebrickner, 2003; Vaughn & Thompson, 2003; Vaughn,
Schumm, & Forgan, 1995; Lee et al., 2010; Yoo & Morris, 2015),
(b) communities of practice and learning (Usher & Kober, 2012; Chase, 2013; Holzer, 2012;
Lave & Wenger, 1991; Ray, 2006; Schruers & Chase, 2016; Sleezer et al., 2004;
Stinebrickner & Stinebrickner, 2003; Yoo & Morris, 2015; ),
(c) career technical education and transition opportunities (Arum & Shavit, 1995; California
Department of Education, 2014; California Career Technical Education Model Curriculum
Standards, 2013; Domina et al., 2011; Heckman & LaFontaine, 2010; Morales, 2013;
Newman et al., 2009; Student v. Los Angeles Unified School District, Office of
Administrative Hearings Special Education Division, 2005; Parent on Behalf of Student v.
Los Angeles Unified School District, Office of Administrative Hearings, 2009; Parents on
Behalf of Student v. Los Angeles Unified School District, Office of Administrative
Hearings, 2013), and
22
(d) employer expectations (Crime and Justice Institute, 2006; Kennedy & Moore,
2001; Lave& Wenger, 1991; Narayanan, Olk, & Fukami, 2010; Sleezer et al.,
2004; Smith et al., 2014; Yoo & Morris, 2015).
Historical and Philosophical Perceptions on Vocational Education
Dating back to the Smith Hughes Act of 1917, an established Federal Board for
Vocational Education administered curriculum stipulations and approved state plans.
Immediately following the implementation of the Smith Hughes Act, enrollment into
vocational education programs greatly increased showing popular demand for the programs
(Chase, 2013; Freidel, 2011; Pincus, 1986). The act advocated and provided funds to
implement vocational education curriculum alongside traditional academic curriculum in high
schools. As the Federal Board for Vocational Education provided annual appropriations to
support state plans and administered laws created for these programs, the U.S. Office of
Education began overseeing this vocational education board in 1933 leading to less attention
paid to coordinating and establishing its curriculum. American government believed less
vocational education encouraged students to do better in academics in high school which led to
higher college attendance rates (Chase, 2013; Freidel, 2011).
The V ocational Education Act of 1963 supported students learning life skills through
public education, but with the Smith Hughes Act of 1971, erasing the Federal Board for
V ocational Education, primarily promoting college readiness as the main focus in public
schools, inconsistencies of vocational education implementation among states was inevitable
(Friedel, 2011). The Carl D. Perkins Acts of 1984, 1990, 1998, and 2006 were a guide for
vocational education government funding per state (Freidel, 2011). The Acts and later
23
amendments increased career opportunities for women, minorities, and other student
groups(Bowen et al., 2005; Chase, 2013; Cohen & Brawer, 2003). This promoted access and
equity for many marginalized groups. Cultivated skills and established learning communities
in vocational education increased from 13% to over 60% in 10 years since 1965, as over half
of completed associate degrees were in vocational programs (Chase, 2013; Cohen & Brawer,
2003; Pincus, 1986). This study researched the ways SWD participated in employment
opportunities during and post high school, and incorporated review of ITP employment
services. More recently, public schools served and educated even more of a diverse
population than the early 1900s, and therefore historical progression of vocational education
was incorporated.
Currently marginalized groups have been afforded opportunities for career growth,
through second chance programs such as Regional Occupational Program (ROP), Career and
Technical Education (CTE) programs, and other state sponsored programs such as
Workability, a state funded grant program that was geared towards providing SWD
opportunities to gain work experience through brief internships. When the typical public
school academic track did not fit the needs of all students, educators were forced to revisit the
vocational opportunities that once graced our school systems (Smith et al., 2014).
Unfortunately, it has been decades since vocational education, and only a few years since
CTE implementation has been federally supported as national policy; therefore, research and
data is limited. Since SWD have been included in learning within the general education
setting at an increased rate, many of these students were able to learn alongside their typically
performing peers across subject areas. Researching employment transitions for secondary
school SWD was imperative, as the majority of this population pursued employment after
graduation (Lemons et al., 2013; Newman, Wagner, Huang et al., 2011).
24
Hundreds of years have passed since Plato and Aristotle expressed their opposite
educational philosophies, where beliefs that vocational education was designed for the lower
class and was a means to accelerate educational stratification (Chase, 2013), yet the idea that
vocational education was not as prestigious as non vocational education, was a debate from the
ages which still exists today. Divided beliefs and opinions among educators within
communities impacted students, especially those who were marginalized. Philosophers such
as Booker T. Washington and W.E.B. Dubois, both Black males who lived during times of
deliberate racial prejudice, had opposite views on vocational education training those
marginalized populations in which they advocated. Washington insisted vocational education
was a means to accelerate the Black community in ways that created job skills leading to
career opportunities, while Dubois contended vocational education promoted training of
subservient positions for the already marginalized student (Chase, 2013).
The aim of technical training on the other hand is to enable the student to master the
present methods of earning a living in some particular way . . . Just as far as the race
can afford it we must give to our youth a training designed above all to make them men
of power, of thought, of training and cultivated taste. (Dubois, 1973, pp. 13-14)
Both philosophers wanted to support the marginalized population, yet fought for
equality with conflicting opinions. Educators, policy makers, and philosophers represented
opposite views on vocational education in school systems, and these same ideas persist among
educators today. Marginalized populations included students of: color, low socio-economic,
disabled, and gender-specific (Dougherty, 1994; Lemons et al., 2013; Harper et al., 2009).
Equity issues continued to face our school system. The NLTS2 report indicated White
youth with disabilities are more likely to be employed than Black youth with disabilities, at a
rate of 80% versus 47% (Newman et al., 2009). It has been an effort to equitably deliver
25
excellent educational experiences to all people through the public school system, from primary
grades to secondary school. However, college readiness still predominantly influenced public
education. In 2006, with the help of the Perkins CTE Act, districts were recently provided
career education guidelines through CTE pathways and academies (Holzer, 2012). Although,
CTE tracked students based on test scores and academic achievement; this naturally prohibited
marginalized students from matriculating within the academies, as most SWD lacked a great
deal in academic excellence (Holzer, 2012). Districts and schools provided different CTE
programs as courses reflected community needs. For example, the district of study
predominantly offered academies in the areas of landscape, management, human services,
public service, and food industries, as a reflection of the community’s essentials. The nature
of CTE programs make it difficult to effectively establish curriculum, as each field was
influenced by differentiated licensing and accreditation, which created difficulties to establish
appropriate curriculum (Chase, 2013; Holzer, 2012). However, CTE standards provided a
framework for structuring curriculum necessities, and a consortium of involved local
businesses along with district staff dialogued to inform these programs (e.g. internships, trade
schools, school-to-work programs). The consortium supported the district’s CTE program,
and did not include representation from the special education department.
Later in this chapter, Communities of Practice (COP) were discussed, as a means for
discussing and communicating needs for success, as employment transitions were most
successful when experiences included the employer, school, and student as a unit (Holzer,
2012; Lave & Wenger, 1991). This school district, also accessed state programs for their
SWD through the Department of Rehabilitation (DOR, 2014) such as Transition Partnership
26
Program (TPP) and Workability 1 (WA1, California Department of Education, 2016),
providing employment curriculum, internships, and opportunities during high school. As
special education student populations were served at comprehensive high schools,
transitioning for employment after graduation was an important function within the school
system. Now that vocational education resurfaced in public education, additional workforce
development opportunities were more available than before.
Accommodations and Modifications Supporting Inclusion
Divisions existed among school staff and parents surrounding inclusion of SWD in the
general education (GE) setting. Teachers felt that special education students had behaviors
and needs that cannot be met by a GE teacher. Teachers indicated there were too many
demands serving GE students, and that they lacked necessary tools to support behaviors of
SWD in their classrooms (Vaughn & Thompson, 2003). Parents expressed dissatisfaction of
inclusion practices as they feared behaviors of SWD rubbed off on their children, ultimately
taking teacher attention away from the general education student population (Vaughn &
Thompson, 2003). As SWD were protected by federal laws such as No Child Left Behind
(NCLB, U.S. Department of Education, 2002) and the Individuals with Disabilities Education
Act os 2004 (IDEA), the IDEA mandated SWD a FAPE within public schools. This mandate
secured a least restrictive environment (LRE), for SWD to learn.
SWD who experienced inclusion opportunities accessed GE curriculum with
modifications and accommodations, and facilitated accommodations within GE settings,
supported SWD. Implemented modifications and accommodations not only supported SWD
within the GE classroom, it behooved teachers too (Lee et al., 2010). Received supports such
as para educator assistance, or curriculum accommodations within the GE class, behavior
27
management frequencies were less, and students responded to curriculum standards positively
(Lee et al., 2010). The division among general and special educators and families created
problems for student enrollment into certain programs. GE teachers expressed lack of training
to modify and accommodate SWD within their classrooms, while special education case
managers assumed responsibility as a glorified aid within the GE classroom, because it was
assumed that they held knowledge to modify and accommodate instruction for SWD, not the
GE teachers (Lee et al., 2010). Lee et al. (2010) contributed the setting in which students
received the majority of their instruction as an indicator of how much SWD accessed GE
curriculum. Furthermore, the absent access for SWD to GE curriculum is problematic (Lee et
al., 2010). The continuum of services within special education are categorized in Table 1, and
it is important to note not all students benefitted from GE inclusion; however, most students
with a SLD did (Vaughn et al., 1995). The continuum of educational services for SWD was
defined by six levels with progression of intense instruction as levels ascended. Most students
were able to function educationally and socially in the general education setting, and for many
SWD with a SLD, the most appropriate setting was in inclusion (Vaughn et al., 1995). The six
levels of instructional settings for SWD described the least restrictive environment to most
restrictive where an individual learned best (Vaughn et al., 1995).
Disabilities under the high incidence category was the majority of what made up special
education populations; students predominantly fell under the SLD category (Newman et al.,
2009). As this study and included literature specified, SWD classified with a SLD, primarily
sought employment after high school graduation. Research also suggested that disabilities
28
Table 1
Continuum of Educational Services for SWD
Levels of Support Definition
Level I General education classroom with consultation
from specialists (i.e. special education teachers
or para educators)
Level II General education classroom with co-teaching
Level III Part time placement in the special education
classroom, ranging from a few hours a week
to most of the educational time
Level IV Full time special education classroom
within a general education school
Level V Special school, services are provided within
a special education school
Level VI Residential treatment or homebound
under the high incidence category was the majority of what made up special education
populations; students predominantly fell under the SLD category (Newman et al., 2009). As
this study and included literature specified, SWD classified with a SLD, primarily sought
employment after high school graduation. Research also suggested that most SWD, as well
as marginalized student populations, desired employment skill opportunities during secondary
school, and often did not believe that academic portions of their schooling were significant to
future opportunity (Holzer, 2012). In essence, and most importantly, unmotivated students
faced the reality of dropping out of high school due to limited life skill development
opportunities (Arum & Shavit, 1995). Transitioning SWD called for complete IEP teams
which included: the case manager (e.g. a special education teacher), a GE teacher, parents,
student, administration, and other service providers, as appropriate. Collective input from a
complete IEP team supported efforts to provide the student with an individualized plan that
29
was realistic in forming substantial goals, leading to transitioning from high school into
adulthood. Available programs differed among schools, districts, counties, and states which
further implied the need for appropriate team member representation when creating an IEP.
Appropriate accommodations and modifications for student success ensured success of the
teacher and student within the courses and settings agreed upon.
Annual Government Special Education Data Compilation
Although, regulations surrounding transitioning SWD was reported in district annual
progress reports (APRs), through state assessments, evaluations, and other reports, data
collected did not indicate the extent to which high school SWD received transition
employment experiences. In 2013-2014, the district of study’s APR indicated the graduation
rate for SWD at 68% and 98% accuracy on ITPs. Compliance on ITPs included meeting
criteria of: two post secondary goals, one for education or training, and one for employment,
along with nine yes and no questions answered completely, this criteria is described in greater
detail in Chapter 4. See Appendix F for Individual Transition Plan sample. Federal
government branches within the Department of Education contains the Office of Special
Education Programs (OSEP), and the Office of Special Educations Rehabilitation Services
(OSERS) who oversaw data of SWD in school systems (California Department of Education,
2014). Specifically, OSEP was dedicated to improved planning for SWD from preschool
through secondary education, by hosting annual conferences to disseminate important updates
and guidelines. OSERS helped to establish activities and programs through grants focused on
SWD in vocational rehabilitation, and research. These branches, although necessary for
systematic change and continuity, did not concentrate on the degree in which SWD accessed
30
district programs available. In California, the LCAP gave districts the responsibility to
provide quality education based on district needs, from a committee of school district staff,
parents, and community members.
School Funding
In an effort for increased resources for the neediest of students, the Local Control
Funding Formula (LCFF), was designed in 2013 to increase equity overall, by giving more
local control for specific needs per district. States, counties, and cities have a vested interest
to provide and support their schools based on the collaboration of state agencies, district staff,
and community partnerships to provide appropriate service and opportunities for students in
school (California Department of Education, 2014; Chambers et al., 2003; Dhuey &
Lipscomb, 2013; Gordon, 2003; McDaniel & Khuen, 2012). As California’s LCFF
financially supported specific district needs based on individuals served, it moved the state
away from census-funding and provided a more individualized approach to financing public
schools throughout California. The Local Control Accountability Plan (LCAP) incorporated
stakeholders such as parents, district staff, and community members. In the district of study,
this committee agreed that CTE engagement be the top priority for using LCFF funds, with a
76% vote. Data collected from this study informed needs related to the two points of LCAP
stakeholder priorities for this district such as: CTE and special education program
improvement. Figure 1 indicated the overall priorities that LCAP committee members
believed to be most important for the district of study in the 2016-17 school year. The
engagement of stakeholders were listed delineating priorities of each group, and also the
summation of what all stakeholder votes calculated as overall priority.
31
Figure 1. Stakeholder Engagement
The figure from the district of study’s LCFF plan, did not include special education as
a top priority; however, funds designated for this department were calculated in the submitted
budget. Special education was an underfunded phenomenon, and in 2012, only 12% of
special education funds were distributed by the federal government due to budget restraints
(Dhuey & Lipscomb, 2013). The IDEA reported special education programs obligated 40%
of the education budget, while state income and property tax remained a major component in
funding school districts (Dhuey & Lipscomb, 2013). Under the provisions of Public Law 94-
142, Education for All Handicapped Children Act of 1975, California's legislature provided
funding through the annual Budget Act (California Department of Education, 2014; Dhuey &
Lipscomb, 2013; Public Law 94-142, 1975). All Special Education Local Plan Areas
(SELPA) receive a base amount of $323,428,031 statewide, and was divided by pupil count
(California Department of Education, 2014). Students enrolled in public and private K-12
schools within each SELPA's jurisdiction made up the 85% of funding, while 15% covered
students in poverty, based on free and reduced price meal participation (California
32
Department of Education, 2014; Dhuey & Lipscomb, 2013). The California Department of
Education’s (CDE), Special Education Division (SED), identified awards and grants to
districts based on district programs. Program aid ranged from preschool to adult aged SWD
(California Department of Education, 2014). When money ran out, districts were faced with
supplanting finances from general purpose funds which covered special education costs
(Dhuey & Lipsomb, 2013).
Under the many disabilities qualifying for special education services, high-incidence
disabilities were commonly associated with behavioral disorders and learning problems
(Vaughn et al., 1995). Researchers believed that students with high-incidence disabilities
ultimately disappeared from the special education population with well established support
(Fuchs et al., 2010; Vaughn & Thompson, 2003). High incidence disabilities did not require
as much funding, as they received special education services through inclusion with
modifications and accommodations to curriculum (Lee et al., 2010). However, some saw this
advantage as a disadvantage, because it encouraged inclusion of SWD. The heightened topic
of inclusion began in 1986, with the Regular Education Initiative (REI), a concept endorsed
by the former Assistant Secretary of Education, Madeline Will. This movement emphasized
more mainstreaming opportunities for SWD within the general education population (Vaughn
et al., 1995), as inclusion was a research-based support that indicated positive effects for
SWD, and positively affected fiscal realities (Vaughn et al., 1995). Although this concept and
best practice was introduced 30 years ago, as inclusion increased it raised emotions, and was a
controversial topic.
33
Communication on Transitioning among Stakeholders
As public education integrated special and general education populations under the
IDEA, the Council for Exceptional Children (CEC) established a code of ethics manual with
described standard and ethical practices. It noted special education professionals as highly
effective in monitoring for inappropriate placements and intervention in specific situations
(Fiedler & Van Haren, 2009). Communities of practice were platforms which urged
communication among stakeholders. Noticed organizations who collaborated on supporting
one another’s capacity became more informed (Lave & Wenger, 1991; Ray, 2006). Special
education staff required dialogue with other stakeholders for clear information provided for
SWD population encouragement.
The NLTS2 study showed post secondary SWD consulted teachers, schools, and
agencies when having looked for jobs (Newman et al., 2009). Peer-to-teacher, and peer-to-
business interactions was an aspect that fostered communication and supported SWD during
and post high school. It is essential that the platform of an IEP incorporated staff across
disciplines, that spoke to available employment opportunities, especially when services
required participation of businesses, community, or GE school staff for established services
pursuant to the ITP (Ambrose et al., 2010; Creswell, 2014; Merriam, 2009; Schein, 2004;
Smith, 2005). Even so, researchers believed that blurring the separation of general and special
education was the new phenomenon of public school climates, where SWD populations
reduced by 70% (Dheuy & Lipscomb, 2013; Fuchs et al., 2010). However, stakeholders
embraced inclusion of SWD, and communication was necessary (Ray, 2006). Therefore, for
this study, this researcher discussed all available vocational opportunities in a school district,
and determined the extent to which SWD were accessing available programs that supported
34
their ITP employment goal and activities. The stakeholders revealed experiences surrounding
colleague collaboration at the high school level.
Communities of Practice and Learning
Communities of Practice (COP) was a term used most frequently among businesses to
cultivate groups of employees for solving problems, growing, organizing, and engaging staff
(Lave & Wenger, 1991; Schruers & Chase, 2016). These COPs were effective for individual
company issues and also furthered inquiry which developed effective ways for improvement.
Certain companies invited members of outside companies and allowed perspective of others to
critique and compliment. In the education business, COP were not frequently utilized. In the
working world, businesses did not participate in COP due to fear of vulnerability (Schruers &
Chase, 2016). In these settings, fear of breached confidentiality, or indecent exposure of an
organization existed, which was the basis for established norms. Most importantly,
conversations among stakeholders was invaluable (Ray, 2006; Schruers & Chase, 2016).
Combined expert knowledge between business and school within a district was vital for
sharing knowledge. COP changed over time as members of communities included
newcomers and veterans, adding to the knowledge base already established. Organizations
used the COP strategy on an informal and formal level, depending on the degree to which
organizations needed to grow. With the educator in mind, business affiliations involved in
providing employment opportunities to high school SWD, afforded a platform for COP
between school districts and businesses (Holzer, 2012; Sleezer et al., 2004; Yoo & Morris,
2015).
35
Higher education has worked with businesses as some organizations partnered with
colleges in order to create internships based on student degrees (Yoo & Morris, 2015).
Looking at the population of SWD, this group is ultimately matriculating into employment
opportunities after graduation. This phenomenon perpetuated the need for developed dialogue
between special education stakeholders and the employer. A COP was used as a repository of
knowledge helping all parties involved to understand deficits, challenges, strengths, and needs
of stakeholders within its community (Lave & Wenger, 1991; Ray, 2006). Structured
discussions, activities, and shared practices were considered to be the most beneficial piece of
the COP (Schruers & Chase, 2016). Prior to engaging the stakeholders relevant to the created
COP seemed scattered, as this new experience lacked fluidity and cohesion. The purpose of
the COP had chosen members create the stage for discussion and formed common issues,
agreements, and structures agreed upon by the group. With the first phase of introductions,
members of the COP set standards, defined goals, an agenda, and developed relationships with
clarity (Schruers & Chase, 2016).
For successful employment opportunity for SWD, a COP designed to negate problems
of practice and high school programs was non-existent; there was a disconnect between high
schools and businesses (Usher & Kober, 2012). The gap in public school systems seemed
apparent; joined forces of communication among the stakeholders of schools, businesses, and
representatives of marginalized student populations lacked. Participation in COP for
stakeholders served a purpose: it allowed for thoughtful discussion and development, and
bridged needs of students, school programs, and businesses, specifically regarding the extent
to which SWD accessed available employment experiences.
36
Theoretically, for SWD who participated in actual experiences allowed for engagement
and learning (Lave & Wenger, 1991). The basic idea was a practiced task made you better, but
with repetition. Community needs, opportunities for SWD job skills, and transitioning
ultimately benefitted the student and society. Communities of practice for students represented
the classroom and the business internship setting they experienced. Stakeholders from
business and school systems expressed building up student skills; even students expressed the
desire to participate in programs that nurtured employable skills (Holzer, 2012; Ray, 2006;
Sleezer et al., 2004; Stinebrickner & Stinebrickner, 2003; Yoo & Morris, 2015). When
marginalized students were provided activities, paid work experience, and apprenticeships,
these served as incentive and motivation (Stinebrickner & Stinebrickner, 2003). Communities
of Practice for students was a supportive stage for continuously practiced skills to manifest.
Within the labor market, businesses did not find adequate employees. Labor markets
reported that jobs which did not require additional schooling, degrees, or post secondary
education, and were not going away anytime soon (Holzer, 2012). Finally, Holzer (2012)
argued that we failed in providing a range of CTE options, due to the system’s tracking and
academic achievement focus for acceptance into these programs. A classroom focused on
vocational education served as a COP, for that career skill.
Career Technical Education and Transition Opportunities
Although, this study did not focus on SWD enrolled in CTE programs, these programs
offered vocational experience to high school students. Arum and Shavit (1995) believed
vocational training offered engagement in content and was not limited to supporting only at
risk and disabled students, but students wanting to pursue post secondary education,
37
universities, training institutes, and jobs. The newly approved CTE standards were adopted by
the California State Board of Education on January 16, 2013. Industry sectors were defined
by rigor, sequencing, and activities with CTE standards designed for middle and high schools.
SWD who participated in CTE programs, showed in 2012, the district of study reported no
CTE participation from SWD, 3% participation in 2013, and 7% in 2014, showing slight
increases each year. The CTE framework included 15 industry sectors from three to seven
pathways under each sector as shown in Table 2 (California Career Technical Education
Model Curriculum Standards, 2013). Vocational opportunities have been around for centuries,
and provided upward stratification for many people. As mentioned before, SWD choose
employment over post secondary school during high school planning (Domina et al., 2011;
Heckman & LaFontaine, 2010; Newman et al., 2009), yet tracking based on academic
excellence has dissuaded access of certain students to CTE programs (Holzer, 2012).
California’s CTE standards served as a framework for vocational education programs, and
increased student opportunities related to vocational training. Lastly, access to these programs
for SWD was important as research showed how employers desired student preparedness prior
to students beginning internships (Holzer, 2012; Ray, 2006; Sleezer et al., 2004; Stinebrickner
& Stinebrickner, 2003; Yoo & Morris, 2015).
38
Table 2
CTE Sectors and Pathways
Sectors Pathways
Agriculture and Natural Resources Agricultural Business; Agricultural Mechanics;
Agri-Science; Animal Science; Forestry
and Natural Resources; Ornamental
Horticulture; Plant and Soil Science
Arts, Media, and Entertainment Design, Visual, and Media Arts; Performing
Arts; Production and Managerial Arts; Game
Design and Integration
Building Trades, and Construction Cabinetry, Millwork, and Woodworking Pathway;
Engineering and Heavy Construction
Pathway; Mechanical Systems Installation
and Repair Pathway; Residential and
Commercial Construction Pathway
Business and Finance Business Management Pathway; Financial
Services Pathway; International Business
Pathway
Education and Child Development Child Development Pathway; Consumer Services
Pathway; Education Pathway; Family and Human
Services Pathway
Energy, Environment, and Utilities Environmental Resources Pathway; Energy and
Power Technology Pathway; Telecommunications
Pathway
Engineering and Design Architectural Design Pathway; Engineering
Technology Pathway; Engineering Design
Pathway; Environmental Engineering
Pathway
Fashion and Interior Design Interior Design; Fashion Design
and Merchandising; Personal
Services
Health Science and Medical Technology Biotechnology; Patient Care; Health Care
Administrative Services; Health Care
Operational Support Services; Public and
Community Health; Mental and Behavioral
Health
Hospitality, Tourism, and Recreation Food Science, Dietetics, and Nutrition; Food
Service and Hospitality; Hospitality, Tourism,
and Recreation
39
Table 2 (Cont'd.)
Sectors Pathways
Information Technology Information Support and Services;
Networking; Software and Systems
Development; Games and Simulation
Manufacturing and Product Development Graphic Production Technologies; Machining and
Forming Technologies; Welding and Materials
Joining; Product Innovation and Design
Marketing, Sales, and Services Marketing; Entrepreneurship/ Self
Employment; Professional Sales
Public Services Public Safety; Emergency Response;
Legal Practices
Transportation Operations; Structural Repair and Refinishing;
Systems Diagnostics, Service, and Repair
Table 2 indicated the sectors and multiple pathways eligible for CTE industry
curriculum. A CTE industry included 9 sections of required criteria such as: (a) Unique to an
industry sector, (b) have an occupational focus, (c) consistent in size and scope, (d) composed
of similar functions, (e) inclusive of all aspects of the industry, (f) includes 8-12 pathway
specific standards, (g) demonstrates sequence potential, (h) reasonable and appropriate for
high school, and (i) leads to high-skill, high-wage, or high-demand jobs (California Career
Technical Education Model Curriculum Standards, 2013). Within the specific standards, job
categories were differentiated. This provided educators with delineated job types catered to
various strengths.
State and District Level Transition Opportunities
The Workability 1 (WA1) grant was a program providing work internships for SWD
through business affiliations that the school district had obtained (see Figure 2). Regardless
of cognitive ability, students were paid minimum wage, as this program was open to
40
individuals with mild to severe disabilities. When funds ran out, student workability
internships ended (California Department of Education, 2014; C. Viveros, personal
communication, June 15, 2015).
In this school district of study, SWD worked about 100 hours each school year.
Students eligible participated in the WA1 program which required personal information such
as social security number, and a W-4 federal government form. For some students, there were
factors that ceased participation, or prolonged submitted applications due to lack of support
from home or school (C. Viveros, personal communication, June 15, 2015). The program
supported SWD in finding work experience with job placements that were applicable to their
ITP. The most thrilling part of the experience for students was receiving their first paycheck
(Morales, 2013). The WA1 grant showed the district of study had 90 business affiliations for
students to intern. See Appendix B for a complete list of district business affiliation
industries. Internships were performed after a student’s school day, and for some continued
throughout summer. Students were 16 years old who acquired a work permit through their
high school and participated in the program. In the 2015-16 school year, the WA1 program
served 78 SWD in internships, 432 were eligible to participate, and 314 were served by means
of instruction related to the WA1 Array of Services (see Appendix I), and did not participate
in an internship. Therefore 18% of eligible SWD participated in an internship. Furthermore,
the graduation rate in 2013-2014 for the school district of study was 68% for SWD.
Furthermore, this district has a 72% Hispanic population, which is the most vulnerable group
to drop out of high school than the national average dropout rate (Smith et al., 2014).
41
Figure 2. Workability Career Clusters
The Transition Partnership Program (TPP) was for high school seniors in special
education, made the transition from school to work, independent living, postsecondary
education or training (California Department of Education, 2014). Eligibility for TPP class
required a social security number or legal documentation, an intelligence quotient (IQ) above
70, and students were on track to graduate. Boardwalk County Office of Education’s (BCOE,
2016b) TPP program was funded through the California Department of Rehabilitation (DOR,
42
2014) who hired personnel in various cities to support district needs and provided transition
curriculum to special education teachers (A. Tenneriello, personal communication, June 22,
2015; Boardwalk County Office of Education, 2016b). SWD accessed TPP class during their
senior year. Job development activities such as: researching jobs, interest inventories, and job
applications, enhanced student opportunities through TPP curriculum. The TPP program
worked solely with mild to moderate SWD who independently worked. Special education
teachers taught class to senior students with provided curriculum, although used materials was
not consistently practiced at every high school served by the BCOE. The BCOE had the right,
to screen SWD candidates, because TPP was funded by tax payer dollars (A. Tenneriello,
personal communication, June 22, 2015). In order to participate in WA1 or TPP programs,
students had an IEP.
School districts, county offices of education, SELPAs, Regional Occupation Programs
(ROP, Boardwalk County Office of Education, 2016a), and local businesses provided
employment opportunities for SWD. In California, CTE pathways and academies provided
additional vocational experiences which varied by campus, and community (e.g. three- to four-
year access, daily practice, credentialed staff). Significant for transitioning SWD, the ITP
stated employment goals and activities designed to support student needs during high school.
Information collected on these programs was done through the researcher’s role in the district
of study. As a participant of this study by having a role in the district of study, this
information was provided by current BCOE employees, specifically working the TPP program
for the school district of study.
SWD who exited their IEP and received a diploma, were no longer eligible for special
education services through the school district. However, as needed, after high school
43
graduation, BCOE continued to support and mentor SWD. In 2005, 2009, and 2013, parents
on behalf of SWD filed lawsuits against school districts for dissatisfaction of SWD transition
opportunities. The Office of Administrative Hearings (OAH) ruled in favor of these families,
where it was contested that the school district failed to design and implement appropriate ITP
goals (Student v. Los Angeles Unified School District, Office of Administrative Hearings
Special Education Division, 2005; Parent on Behalf of Student v. Los Angeles Unified School
District, Office of Administrative Hearings, 2009; Parents on Behalf of Student v. Los Angeles
Unified School District, Office of Administrative Hearings, 2013). ITPs were updated each
year in high school. Chapter 4 revealed evidence from case managers, para educators, and
graduated SWD, regarding transition support per ITP employment goals and activities.
Employer Expectations
Workforce development opportunities and second chance programs had positive
impacts on marginalized populations and at-risk youth when in high school (Crime and Justice
Institute, 2006). Also, these types of programs improved student health (Smith et al., 2014).
Employers believed that teaching industry specific skills can maximize the effectiveness of
internship programs through carefully bridging school and industry expectations during high
school matriculation (Yoo & Morris, 2015). Businesses created an open line of
communication, as one of the first attempted efforts on merging school and employment
organizations was in 1906 at the University of Cincinnati (Yoo & Morris, 2015). There was
very little literature on employer and school development in regards to organizational
collaborative efforts; on the other hand, research on internship results, although not theoretical,
were frequently based on experiences and significant (Sleezer et al., 2004). Employment
experience was ranked among the most preferred learning experience among students, as they
44
were actively learning, participating, and stimulated during participation (Smith et al., 2014;
Yoo & Morris, 2015). This researcher looked at situated learning theory, for understanding
ways of transitioning SWD within communities of practice such as high schools, classrooms,
and internship settings.
Student desires and received internships were vital in prolonging a successful
experience for business employers and students. For example, Yoo and Morris (2015)
hypothesized that internship readiness came from supports through classwork and involvement
in experiences directly related to the employment opportunity. Other researchers supported
these findings, and suggested that employers were satisfied when students came to the position
with (a) skills, (b) variety, (c) significance, and (d) preparation (Narayanan et al., 2010; Yoo &
Morris, 2015). These components were helpful, as students placed in specific courses, and
eventually internships, had a setting that prepared them for their employment involvement. For
SWD, the ITP was used as an indication of what employment goal and activities would best
support the student. Job satisfaction and employer perceptions led to hiring intentions (Yoo &
Morris, 2015), and therefore, the significance of the ITP was an expected and weighted
component in choosing internship placement. A student’s satisfaction with their internship was
important to the employer, and in breeding successful internships. The employer’s ability to
counsel and guide students by building on student performance leading to work performance
was significant (Sleezer et al., 2004).
Developed opportunities for the workforce experience was wanted by businesses, and
predominantly by students. For increased productivity in this area to benefit students, business,
and community, it was important to expand on job autonomy by creating a variety of tasks to
45
learn in any given profession (Kennedy & Moore, 2001). For example, within CTE and WA1
programs, instruction provided to SWD was differentiated, in order to access curriculum or
duties assigned. Expanding on employer needs paralleled that the impression for a COP
between businesses and schools was essential. CTE programs, WA1 internships, and other
employment opportunities must be discussed among stakeholders so that SWD benefit
appropriately. Administrators, school staff, and business leaders possessed characteristics that
included: (a) providing educational benefit to students, (b) providing quality instruction,
(c) meeting business needs, and (d) commitment to their communities (Sleezer et al., 2004).
Overall, businesses expressed the need for communiqué between themselves and schools.
While marginalized students continued to show favor towards employment attainment,
expectations of the business world fell short, with two themes resounded: needed
communication with schools or training institutions, and unprepared student interns.
Summary
Historically vocational education proved accelerated achievement among marginalized
groups. Learning life skills supported student achievement, persistence, and equitable future
succession (Benz et al., 2000; Domina et al., 2011; Smith, Dalton & Dolheguy, 2004;
Symonds et al., 2011). The early 1900s, implied equitable benefits through vocational
opportunities.
SWD leaned toward employment requests rather than pursued secondary education
after high school graduation. Literature described the evolution of: vocational education,
special education, and employment opportunities in public school systems, particularly in
California, and more specifically for the district of study. Most importantly, positive
46
socialization and vocational educational experiences for SWD reduced the likelihood of
students dropping out of school.
High school SWD inclusive of the general population, the ITP, and student
employment transition experience in school was discussed. Unrealistic expectations or
misperceptions placed on SWD drove students to lose confidence while in high school (Wilson
& Wolf-Wendel, 2005). Even though disagreements existed among topics such as: vocational
education, inclusion, and curriculum modifications, educators and businesses agreed that there
was a void in accessed programs and communication. Educators leaned more towards college
readiness than career readiness, and detrimental to SWD and marginalized groups, the majority
of these populations pursued post secondary employment. Inclusion of SWD into the general
education environments afforded more transitioning employment opportunities in public
schools. Highlighting the legality of the ITP, presented court cases claimed school district
failure of adequately providing transition services (Parents on Behalf of Student v. Los Angeles
Unified School District, Office of Administrative Hearings. 2013). The research question and
sub question offered insight to understand the extent SWD received employment transition
services in high school.
The research questions were answered by surveys, interviews, and an ITP document
review that supported how employment transition skills were provided to high school SWD
(Maxwell, 2013; Smith, 2005). Businesses provided student internships and recognized the
need for dialogue among stakeholders (e.g. schools, students, and employers) bridging school
to work experiences, leading to student hires for long-term employment. The national study
entitled Career and technical education in the United States: 1990 to 2005: Statistical Analysis
47
Report (NCES, 2008) from 2008 reported nearly 50% of SWD with a SLD, out of high school,
experienced positive participation in productive community engagement by participating in:
(a) employment, (b) education, (c) both, or (d) trainings (Newman et al., 2009). Far more
research in the area of employment transition and opportunities for SWD prior to graduating
high school was needed.
48
Table 3
Literature Review Table
Research
Question
Addressed Relevant Topics Highlights Findings Authors
RQ1 Historical &
Philosophical
Perceptions on
Vocational Education
As early as 1917, the
federal
government
oversaw
vocational
education,
although federal
control was
done away with
in 1933, other
Acts for its
funding to
provide support
for this
alternative,
although past
and present
disagreements
on traditional
verses
vocational
education still
exist, it has
come into play
most recently
with CTE
standards.
Educators and policy
makers wanted
to promote
college
readiness,
despite the
influx of
increased wants
in career
opportunities
for the
marginalized.
Historical and
present day
educators have
isolated
perspectives
surrounding
education.
As special education
services are
provided
through public
education, and
ITP
employment
expectations are
realized, and
inclusion
increased, is
demanding
alternatives to
curriculum.
Smith, Buzi, &
Abacan,
(2014);
Chase, (2013);
Lemons et al.,
(2013);
Holzer, (2012);
Freidel, (2011);
Newman, Wagner,
Huang et al.,
(2011);
Harper, Patton, &
Wooden,
(2009);
Bowen, Kurzwell,
Tobin &
Pichler, (2005);
Cohen & Brawer,
(2003);
Dougherty, (1994);
Pincus, (1986);
Dubois, (1973).
49
Table 3 (Cont’d.)
Research
Question
Addressed Relevant Topics Highlights Findings Authors
RQ1 Communities of
Practice and Learning
Structured
communication
among
stakeholders is
beneficial in
bridging quality
opportunities for
high schools and
their SWDs for
employment
transitioning.
Special education,
GE, and
community
business leaders
do not currently
interchange
ideas regarding
building
programs and
access
necessitates
effectiveness in
transitioning
SWDs.
Fears exist among
communicating
across
organizations,
related to
exposure of
system
weaknesses or
inexperience.
Yet,
organizations
from both
entities desire
cross
communication.
SWDs report
most pleasure
with job
experience,
kinesthetic
activities, and
internships as
motivation and
incentive while
in high school.
Labor markets
report entry
level jobs are
and will
continue to be
available, not
requiring post
secondary
school
Schruers & Chase,
2016;
Yoo & Morris, 2015;
Usher & Kober,
2012;
Holzer, 2012;
Ray, 2006:
Sleezer et al., 2004;
Stinebrickner &
Stinebrickner,
2003;
Lave & Wenger,
1991.
RQ1a Career Technical
Education and
Transition
Opportunities
The California state
board approved
CTE standards
in 2013,
providing an
alternative from
the traditional
academic course
of study,
fulfilling high
school diplomas.
Essentially three
programs are
available for
SWDs within
the district of
study,
particularly for
those with a
SLD.
A. Tenneriello,
personal
communication,
June 22, 2015;
C. Viveros, personal
communication,
June 15, 2015;
California
Department of
Education, 2014;
50
Table 3 (Cont’d.)
Research
Question
Addressed Relevant Topics Highlights Findings Authors
The IDEA, and
NCLB acts
protect equal
access for
SWDs to
participate as
appropriate.
The CTE programs
on the four
comprehensive
high schools are
different at each
site.
Workability 1
provides paid
internships to
students 16 years
of age, with an
IEP.
The TPP program is
an employment
driven
curriculum for
junior and senior
high school
students related
to supporting
employment
training for high
incidence SWDs.
Available curriculum
is provided by
the BCOE.
California Career
Technical
Education
Model
Curriculum
Standards, 2013;
Morales, 2013;
Parents on Behalf of
Student v. Los
Angeles Unified
School District,
Office of
Administrative
Hearings, 2013;
Domina et al., 2011;
Heckman &
LaFontaine,
2010;
Newman et al., 2009;
Parent on Behalf of
Student v. Los
Angeles Unified
School District,
Office of
Administrative
Hearings, 2009;
Student v. Los
Angeles Unified
School District,
Office of
Administrative
Hearings, 2005;
Arum & Shavit,
1995
RQ1a Employer
Expectations
Employment
opportunities
provide
extremely
positive
impacts for
high school
students
struggling with
traditional
academic
tracks.
The district of study
serves a vast
Hispanic
Student high school
success, leading
to graduation is
largely affected
by motivation
and connection
to one’s learning,
primarily
assisting future
success.
Employers believe
that their
influence and
relationship with
schools,
Yoo & Morris, 2015;
Smith, Buzi, &
Abacan, 2014;
Narayanan, Olk, &
Fukami, 2010;
Crime and Justice
Institute, 2006;
Sleezer,
2004;
Kennedy & Moore,
2001;
Lave & Wenger,
1991
51
Table 3 (Cont’d.)
Research
Question
Addressed
Relevant Topics Highlights Findings Authors
population, and
graduates
SWDs at a rate
of 68%.
ultimately
affords SWDs
future job
attainment,
pinpointing
specific needs
for all
stakeholders
supporting these
students while in
high school.
52
CHAPTER THREE: METHODOLOGY
The fundamental purpose of this study investigated the ways in which the methods and
practices of special education staff, employers, and ITPs implemented successful student
transition employment experiences in high school. Literature indicated that after high school
graduation, high incidence SWD had the highest participation in employment; with 5% of
SWD enrolled into post secondary school, and 30% employed in the year 2009 (Newman et
al., 2009). Through this study, results yielded how a student’s ITP supported employment
related opportunities and transition services. A qualitative methods approach utilized open-
ended surveys, interviews, and document reviews allowing data to be triangulated for validity
and reliability (Maxwell, 2013, Merriam, 2009, Patton, 2002). It also presupposed that ITP
activities effectively supported SWD to acquire certain skills related to employment.
This chapter contains the methods used to address the research questions of this study,
beginning with an introduction of the sample and population, then, the instrumentation and
data collection aspects. Finally, the data analysis procedures were described. To guide this
study, the following research questions were explored:
1. Do the employment focused activities in Individual Transition Plans (ITPs)
adequately prepare Students with Disabilities (SWD), specifically with a Specific
Learning Disability (SLD) for employment?
a. What is the nature of those goals and activities?
These research questions were answered using qualitative data. Qualitative data
provides an understanding of experiences giving insight into what is going on (Maxwell,
2013). The open ended surveys and interviews disclosed individual understanding, and
revealed attitudes, beliefs, and perspective from stakeholders (Graduated SWD, case managers,
53
para educators, employers) (Kirkpatrick & Kirkpatrick, 2006; Merriam, 2009). Tangible
experiences were deeply defined through surveying and interviewing participants. The
graduated SWD, special education staff, and employers interviewed provided a descriptive
method for collecting data (Daft, 2005; Patton, 2002). The qualitative findings for this study
were developed out of three practices of data collection: open ended surveys, interviews, and
document reviews (see Table 4).
Table 4
Methodology Synopsis
Data
Collection
Research
Question

Method of Pertinent
Method Addressed Analysis Rational Literature Implementation
Surveys RQ1 Content
Analysis:
Responses coded
to themes
emerging from
research
question.
Triangulation of
Data
Qualitative
Demographic
information
Validity and
Reliability
Creswell, 2009,
pp. 145-154
Distributed to District
business affiliations,
case managers, and
para educators
Emailed online
survey
10-15 minutes to
complete
Implemented May,
2016
Interviews RQ1 Narrative
Analysis:
Triangulation of
Data
Merriam, 2009,
p. 217;
Purposeful selection
of participations
Responses were
taken down in
Excel and coded
according to
themes emerging
from research
questions.
Internal Validity Creswell, 2009,
p. 130
One-on-one
interviews; 17
Graduated SWDs
Conducted May, 2016
54
Table 4 (Cont’d.)
Data
Collection
Research
Question Method of Pertinent
Method Addressed Analysis Rational Literature Implementation
Document RQ1a Content Triangulation of Merriam, 2009, Collection and
Review Analysis: Data pp. 150-156 Review of documents
prior to interviews
Review of Qualitative and emailed surveys
District’s ITP
employment Foundational Implemented March,
Goal and Information: 2016
Activities for descriptive
purpose of information,
developing emergent themes
themes
The Researcher
The researcher began her education career teaching first grade with students who
were predominantly Hispanic in a school where the district’s most marginalized children
attended. She then went on to work with middle school SWD as a case manager. Her
continued work with students, from a predominantly Hispanic background comprised the
majority of this school district’s population. Currently she is employed by the special
education department in the district used in the selected sample, and supervises two
comprehensive high schools, a continuation high school, the Adult Transition program for
SWD through age 22, two middle schools, and the district’s Workability I grant program.
The researcher recognized that relationships among staff and students were important, and
that in her role, the significance of maintaining professionalism throughout this study was
vital. In addition, keeping in mind potential conflicts, it was imperative that credibility and
trustworthiness were maintained. Finally, the researcher had worked with SWD for over five
years, and communicated regularly with district level personnel, school site administration,
special education staff, families, and students who received these services. She conducts IEP
55
meetings, staff department meetings, and facilitated professional development trainings for
increased knowledge and involvement for SWD and their transitions to and from high school.
As a participant in the district, this researcher had information that served as important to
further inform this study. Permissions were granted to the researcher by the district’s
superintendent, assistant superintendent, and director of special education for accessed data
consistent with carrying out the study at hand.
Preliminary Research
Data collection for this study was not gathered until after the approval was received
from the International Review Board (IRB). This study was qualitative in nature and
therefore required introductory data to support the researcher in defining themes (Creswell,
2009; Merriam, 2009). School district administration (e.g. superintendent, assistant
superintendent, and director of special education) afforded access to the researcher to obtain
necessary information from this online center. Conversations with the researcher delineated
which businesses out of the 90 listed had available email addresses in order to participate in
the study’s emailed survey. This preliminary gathering of data informed the researcher that
55 contacts were still in business.
CTE programs had been participating for four years in the district of study, while TPP
and Workability programs over 10 years, serving SWD with employment opportunities
through career development curriculum, and internship exposure during high school. As for
the CTE programs, an advisory board included businesses, school administrators, and district
level staff. Meetings with neighboring districts discussed career trajectory programs (e.g.
CTE); however, the researcher revealed that there were no special education advisory
members who participated in this consortium. In understanding the ways in which SWD
56
accessed programs related to employment transitioning, it was imperative that special
education membership be a part of the advisory board to address progress, problems, and
equity among school district programs available. Furthermore, the lack of association from
special education personnel disclosed possible limitations of access.
All SWD were adults, between the ages of 18-22 years old. These adults had a
disability diagnosis of Specific Learning Disability (SLD) not classified as having autism, or
any disability requiring any institutionalization. SLD categories may include: auditory, visual,
and kinesthetic processing delays, and or dyslexia, only.
Sample and Population
Criterion based sampling enabled this researcher to collect rich data that provided
detailed information crucial to the study (Patton, 2002). Therefore, the sampling included 17
case managers, seven para educators, 11 employers, and 17 graduated SWD.
School District Demographics
The school district of study is a large school district in southern California; California
has a total of 330 unified districts. This large, high performing, Title 1 school district includes
21 elementary, seven middle schools, four comprehensive high schools, two continuation high
schools, two charter schools, one alternative education school, and a preschool. The district’s
demographics include Hispanic, Latino, White, African Americans, Asians, and students
classified as Indian, Filipino or of multiple racial descents (see Table 5).
This study will only examine the four comprehensive high schools, not including the
two continuation high schools or alternative education program. The socioeconomic status
(SES) of each high school showed differentiation at each site. For example, HS1 had 90% of
the student body receiving free and reduced lunch, while HS3 served free and reduced lunch to
57
44% of their population. The SES of student families from each high school site provided data
to determine if schools with lower SES had less access to programs than the schools with
higher SES having more access to programs. High school selection criteria included sites with
(a) case managers servicing SWD with a SLD in the 11th and 12th grades, (b) participation in
the WA1 program,
Table 5
District’s Comprehensive High School Demographic Profiles
Special
Education
Population
District’s General with High Free and
High Education Incidence Hispanic/ African Reduced
Schools Population Disabilities Latino American White Asian Filipino Lunch
High
School
1 (HS1)
1,866 227 1,764 29 46
Les
s
than
10
Less
than
10
90%
High
School
2 (HS2)
2,814 235 1,793 73 795 69
Less
than
10
55%
High
School
3 (HS3)
2,016 171 851 31 941 93 36 44%
High
School 4
(HS4) 1,807 225 1,483 36 249 9 11 72%
(c) para educators who worked as job developers for WA1, and (d) had graduated students
who interned through the WA1 program. The participating high schools in this study are
referred to as high school 1 (HS1), high school 2 (HS2), high school 3 (HS3), and high
school 4 (HS4). The district and high schools’ anonymity are protected by the
58
generalizable description of the district. The high schools are delineated using (1, 2, 3, 4) to
define school cultures yielding differentiation. Table 6 indicates all district programs with
occupational experience in high school, with all programs available on each comprehensive
high school campus.
Table 6
District Vocational Programs
Program Name
Employment
Opportunities and
Purposes Student Access
Years to
Participate
Transition Partnership
Program
Job preparation/life skills
course, with school
curriculum provided to
districts by the DOR;
Additional hours and funding
for job shadowing, materials,
counseling post high school
Students with mild to
moderate disabilities;
Ages 17 and up, mostly
frequented by seniors,
with the exception of
juniors depending on age
Students may
participate a
maximum of two
years during
secondary school, and
as needed through the
DOR after graduation
Workability 1 Program After school and summer
paid employment
internships, up to 100 hours
a year per student
Students with mild to
severe disabilities; Ages
18 through 22, or with a
work permit may begin at
age 16
Students may start as
early as age 16 with a
work permit, and up
through age 22, if they
are still receiving
services through the
school district
Career and Technical
Education (CTE)
Pathways
15 pathways and academies
(see Table 2); district
programs aligned to CTE
state standards; leading to
high school internships and
post secondary education
General and special
education students;
Freshman through senior
year
Three to four year
programs
These programs depict vocational experiences available exclusively to SWD (e.g. TPP, WA1)
as well as CTE academies open to all qualifying student populations. In the 2014-15 school
year, the district’s comprehensive high schools served a population of SWD at a rate 12% at
59
HS1, HS2 had an 8% SWD population, HS3 was at 8%, and HS4 at 12%. District
administration (e.g. superintendent, assistant superintendent, and director of special education)
provided clearance to survey and interview case managers, para educators, business affiliations,
and graduated, adult SWD to participate in this study and provided access to review
anonymous ITP documents of adult, graduated SWD. Participants interviewed are adults with
ability to understand and comprehend questions, and therefore could consent to participate in
the study. This researcher’s experience working with SWD of mild to severe deficits, afforded
the ability to recognize if participants understood the request to participate and that it was
optional, the consent, anonymity, and the three questions asked in order to answer the research
questions. The participants were informed that the goal of this research was to learn more
about their ITP employment goal and supporting activities or other employment opportunities
they received in high school. In referencing Patton’s (2002) ethical checklist, confidentiality,
consent, personal values, and ethics were consistent during the collection of field data. This
researcher upheld trustworthiness throughout the data collection process, acknowledging the
protected population of disabled people and ensuring that all collected data remained
anonymous.
Case Managers
Surveying case managers was instrumental in determining how employment activities
related to an employment ITP goal were assigned. Case managers (e.g. special education
teachers) who worked for over 10 years totaled 35%. Those who worked between five to 10
years, represented 24% of the participants. The largest percentage of participants represented
teachers who worked less than five years in special education for the district of study, at 41%
(see Figure 3).
60
Figure 3. Years Case Managers Worked as Special Education Teacher in District
The graph in Figure 3 shows participating stakeholders covering data which describes
the special education teacher’s career longevity such as: newcomer (less than five years),
experienced (five to 10 years), and veteran (over 10 years). This data was included to
acknowledge the views and experiences documented from this group of stakeholders. The 17
case managers surveyed were employed at one of four comprehensive high schools (see
Table 7). HS1 employed six case managers that were asked to participate in the survey, HS2
employed seven case managers asked to participate in the survey, HS3 employed six case
managers asked to participate in the survey, and HS4 employed five case managers asked to
participate in the survey. The criterion for sampling of case managers included that they
managed 12th grade SWD, identified with a SLD. They must have worked during the 2013
through 2015 school years.
61
Table 7
Case Manager Demographics (N=17)*
Case Manager
Years Teaching
Special Education in
DSUSD
High School of Teaching Position
CM1 10> HS3
CM2 5< HS1
CM3 10> HS1, HS4
CM4 5< HS1
CM5 10> HS1
CM6 5-10 HS3
CM7 5< HS4
CM8 5-10 HS4
CM9 5< HS1
CM10 5-10 HS2, HS4
CM11 10> HS1, HS2
CM12 10> HS3
CM13 5< HS4
CM14 5< HS2
CM15 5-10 HS4
CM16 5< HS2
CM17 10> HS1
Note: *All case managers (CM) worked at a comprehensive high school; H.S.1= high school 1, H.S.2= high school
2, H.S.3= high school 3, H.S.4= high school 4; Years of experience was recorded with three options; Less than five
years= 5<, Between five and 10 years= 5-10, Over 10 years= 10>.
The purpose for including the high schools where the case managers had worked, was
to indicate that these findings represent all four comprehensive high schools. Therefore,
collected data will give a synopsis of all participating schools intended for this study. Also, the
years of service as a special education teacher (e.g. case manager) indicated that participants
had diverse backgrounds in teaching, consisting some new and some veteran teachers.
Para Educators
Surveying para educators is necessary as these staff members are actively involved in
placing SWD with employers, as well as establishing business connections leading to district
affiliations for the Workability I grant. Para educators shadow SWD once placed at a work
site, and therefore are key for surveying. Purposeful, and criterion based sampling of para
62
educators was done. Para educators who placed SWD in an internship, hired as a job
developer to work for the Workability I grant during the 2013-2015 school years were chosen
to participate. There is high turnover among para educators who served in the Workability I
program. Para educators who worked less than five years for the WA1 program totaled 43% of
the participants surveyed, and 57% of them working as job developers between 5 to 10 years
(see Figure 4). No para educator had worked over 10 years for the WA1 program. Since 2013,
the program experienced changes in management three times. While no para educators had
WA1 experience prior to 2006, this allowed for survey responses to be from recent happenings.
Figure 4. Years Para Educators Worked with WA1 for the District of Study
A total of six para educators will be sampled, two from HS1, two from HS2, and one
para educator from HS3 and HS4 (see Table 8). Data collected from these stakeholders
revealed employed experienced as WA1 job developers.
63
Table 8
Special Education Para Educator Demographics and Experience (N=7)*
Para educator Years worked for
District
Years worked for
Workability
High Schools Worked
P1 10> 5< HS4
P2 10> 5-10 HS1, HS2, HS3, HS4
P3 5< 5< HS1, HS2, HS3, HS4
P4 5-10 5< HS2
P5 10> 5-10 HS1, HS4
P6 10> 5-10 HS2
P7 5-10 5-10 HS2,HS3
Note: *All para educators (P) worked at a comprehensive high school(s); H.S.1= high school 1, H.S.2= high school
2, H.S.3= high school 3, H.S.4= high school 4; Years of experience was recorded with three options; Less than five
years= 5<, Between five and 10 years= 5-10, Over 10 years= 10>.
The purpose for including the high schools where para educators worked, was to
indicate if these findings represented all four comprehensive high schools. Therefore, collected
data will give a synopsis of all participating schools intended for this study. Also, the years of
service as a para educator (e.g. job developer) indicated that participants had diverse
backgrounds working within the district of study, and also as a job developer. Of the para
educators surveyed, 57% had worked for the school district of study over 10 years, 29%
between five and nine years, and 14% worked less than five years for the district (see Figure 5).
Duties of para educators included supporting SWD within their general education
classrooms. A total of 86% of para educators worked for over 5 years for the district which
showed stakeholders were knowledgeable and could provide pertinent information.
64
Figure 5. Years Para Educators Worked in District of Study
Employers
The businesses who employ SWD through the WA1 grant were surveyed as a means
of collecting information to reveal the extent to which students with SLD are prepared for
employment internships. The current list of employers included 90 business affiliations, and
was narrowed down to 55 affiliations. After the researcher telephoned businesses listed to
collect email addresses to distribute the study’s survey, 35 organizations were no longer in
business, creating the new total of 55. Businesses surveyed spanned six areas of the WA1
career cluster categories. Collected information from employers contributed to data from the
employer perspective, and informed the district of how ITP activities supported SWD for the
internships. Appendix B is a complete list of past and present district business affiliation
industries; the names of businesses were not included, in order to not breach confidentiality.
Business affiliations serving at least two SWD from 2013 through 2015 were surveyed for this
65
study (see Table 9). All businesses were associated with one of the career cluster categories
from Figure 2 in Chapter 2.
Table 9
Business Affiliation Demographics (N=11)*
Career Cluster Category SWD
Served
Student Level of
Preparation
Education &
Training
3 NAI
Food 10 MA
Marketing, Sales, &
Service
3 SA
Marketing, Sales, &
Service
5 NAI
Food 36 EA
Marketing, Sales, &
Service
4 MA
Business,
Management, &
Administration
2 SA
Food 15 MA
Human Services 5 SA
Marketing, Sales, &
Service
0 EA
Manufacturing 6 MA
Note: *All businesses had affiliations with the district of study and had provided internships for SWD between
2013-2015; Student Levels of Preparation were recorded with seven options: Extremely Adequate= EA, Moderately
Adequate= MA, Slightly Adequate= SA, Neither Adequate nor Inadequate= NAI, Slightly Inadequate= SI,
Moderately Inadequate= MI, Extremely Inadequate= EI.
66
Table 9 indicated 11 industry sectors where SWD participated in internships.
Furthermore, each industry listed provides the number of students served, based on their
survey responses. Based on the survey questions provided to business participants, they
revealed the levels of preparation that SWD came to the internship possessing.
Graduated Students with Disabilities (SWD)
Interviewing adult, graduated SWD diagnosed with a SLD, helped to support the
research question as ITP activities received was relinquished. This sampling of graduated
participants between the years of 2013-2015 were interviewed, and criterion also included
that they had experienced working in a Workability internship during high school. Also,
interview questions revealed current standing in life of the graduate. Graduates selected to
participate had attended one of the four comprehensive high schools in the district of research.
Interviews allowed graduates to describe their feelings, perspective and attitude toward
employment transition preparation (see Table 10). The ITP of these individuals involved
helped to see what establishments of the employment goal and its activities were
accomplished. The involvement of SWD must be a part of the data collection to truly
understand the extent to which successful high school employment transitions were
accomplished.
67
Table 10
Graduated SWD Demographics (N=17)*
Graduated
SWDs
Year of
Graduation
High School of
Attendance
Workability
Participation Current Status
SWD1 2013 HS4 Y NE, NPSS
SWD2 2013 HS3 Y FTJ, NPSS
SWD3 2014 HS2 Y PTJ, NPSS
SWD4 2014 HS3 Y NE, FTCC
SWD5 2013 HS1 Y NE, NPSS
SWD6 2013 HS2 Y FTJ, NPSS
SWD7 2014 HS1 Y NE, NPSS
SWD8 2013 HS3 Y FTJ, NPSS
SWD9 2013 HS1 Y FTJ, NPSS
SWD10 2014 HS3 Y FTJ, NPSS
SWD11 2013 HS1 Y FTJ, NPSS
SWD12 2013 HS1 Y FTJ, NPSS
SWD13 2014 HS4 Y FTJ, NPSS
SWD14 2014 HS2 Y FTJ, NPSS
SWD15 2014 HS3 Y NE, NPSS
SWD16 2014 HS1 Y PTJ, PTCC
SWD17 2014 HS2 Y FTJ, NPSS
Note: *All Students with Disabilities (SWD) attended a comprehensive high school noted as H.S.1= high school 1,
H.S.2= high school 2, H.S.3= high school 3, H.S.4= high school 4; *All SWDs were serviced with
Workability benefits, but may not have been placed in an internship; Current Status describes what student’s
are involved with post graduation noted as N.E.= not employed, P.T.J.= part time job, F.T.J.= full time job,
N.P.S.S.= no post secondary school, P.T.C.C.= part time community college, F.T.C.C.= full time community
college.
Table 10 indicated the SWD year of graduation and high school of attendance. All
SWD interviewed were participants in the WA1 program. Data collected during the
interviews revealed the graduate’s current status after high school graduation. The
importance of the graph indicated that interviewed participants spanned all four
comprehensive high schools, designated to examine the district.
Overview of Instrumentation
This researcher was given clearance to contact special education staff members to
partake in the anonymous survey through district email. The survey was distributed using the
68
Qualtrix system and did not require any information from the participants that would breech
an individual’s confidentiality. Consent to participate was required on behalf of the district
staff members, businesses, and adult, graduated SWD prior to proceeding with the interview
or emailed survey. No incentives were provided to participants, as participation was
completely optional. Adult, graduated SWD were accessible, as the researcher negotiated
access to interview these people, by means of the school district’s annual, routine follow up
telephone call for WA1 program grant criteria. Due to the potential conflict of the role of the
researcher within the district, the trustworthiness that this researcher embodied was carried
out from beginning to the end of the study. The credibility of the researcher remained in tact,
as this study provided the district with applicable information for improving existing
programs based on stakeholder experiences, and data from confidential files. The district’s
superintendent, assistant superintendent, and director of special education granted the
opportunity to utilize this phone call space in an effort to reach out to this population and
acquire evidence to support and build the district’s special education services and programs.
The researcher was extremely aware of her role in this study, and utilized integrity with her
given authority throughout this process.
For purposes of this study, the researcher’s role accessed relationships with staff who
worked directly with TPP, Workability I, and CTE programs. The researcher disclosed to
these people that a study on the district’s opportunities for employment services of SWD was
reviewed, and that clarifying information was needed to best inform the researcher, therefore
surveys, interviews and document reviews were being done. The original meeting with CTE,
TPP teachers, and administrators discussing SWD communicated information about these
programs, and took place in May 2015. In September 2015, the researcher assumed the
69
responsibility of the Workability Grant program, and credibly discussed the ways in which
SWD and staff provided opportunities for involvement with internships and the other
procedural processes for this grant. The researcher was provided with the chronology of all
program specificities, including access to past expenditures and all data of the WA1 program.
This researcher contacted all businesses to inform them of the study, and to obtain the
company’s email address in order to send the survey. This process was time consuming, and
these efforts exposed that business affiliations were no longer in business. The new total of
emailed businesses dropped to a total of 55, from the preliminary phone calls. The survey for
business affiliations provided information to inform the study on the strengths and weaknesses
of the SWD interns, and school district. The businesses received the emailed survey and had
three weeks to complete it. They were provided an emailed reminder after two weeks had
passed. Businesses provided the name of their organization in order for the researcher to
identify their industry. They were also requested to indicate how many SWD internships they
had provided. Other questions were open ended in nature and allowed employers to share
qualities of SWD and the school district for continued and future collaboration (see Surveys
section for questions).
The phone calls to conduct interviews reached out to graduated SWD who had
experienced an internship through WA1. Graduates received phone calls from district
personnel. Within this scheduled telephone call, the researcher utilized this space, to ask these
adult, graduated SWD for insight into the school district’s programs and supports. The semi-
structured interview took place after the Workability follow-up survey telephone call; after
participants completed the district’s WA1 routine follow-up call questionnaire, an explanation
of the researcher’s study was provided along with the opportunity to consent. After consenting
70
the graduated, adult SWD participants were asked three questions by the researcher (see
Interview section for questions). The WAI follow-up survey telephone call, provided updated
contact information, living situation, education, and employment to update the district’s
database, a requirement of the state, in order to continue with grant funding and for the district
to maintain contact with SWD alumni. This researcher negotiated access to contacting these
adults, due to her role in the district. Due to the researcher’s extensive experiences working
with mild to severe SWD, she was able to determine if participants fully understood the
questions being asked of them, and if they needed further explanation to effectively consent
and answer the questions.
Anonymous ITP documents were provided in order to code the ITP employment goal
and its activities. No other information was collected from these documents. From the 63
ITPs, the researcher created a spreadsheet to disclose what goals were inputted, and what
activities had been assigned for these senior SWD. The employment goals retrieved were
coded by similar words and phrases. This similar wording allowed for creating themed groups
of employment goals. Employment goals were recorded based on reoccurring themes. The 23
automated employment activities, which were available by a drop down menu on the SEIS
system, were listed in a spreadsheet. The activities were counted and calculated to determine
each time an activity was used. This allowed the researcher to collect the amounts of usage
from activities assigned. Finally, showing trends of activities, such as those used most
frequently, least frequently, or not at all.
The research design for this study followed the social constructivist worldview.
Individual subjective experiences and dispositions defined social constructivism (Creswell,
2009). Within this context, the variability and generalizability of individual perspectives were
71
accomplished by this researcher seeking to understand occurrences through the participants’
own experiences. Interviewed SWD captured the feelings and attitudes of how employment
activities prepared them. Interviews provided direct understanding from experiences,
opinions, and knowledge, which is necessary in gaining information on this subject (Merriam,
2009). The survey and interview questions answered the research questions by organizing
emerging themes from coding. Surveys used were open ended to gauge understanding of
individual reactions, learning, behavior, and results (Kirkpatrick & Kirkpatrick, 2006). The
qualitative study approach included the interview process allowing for the collection of
perspectives and background knowledge of the individuals interviewed (Creswell, 2014;
Merriam, 2009), as the research questions were related to the open ended surveys, interview
questions, and document review (see Appendices C, D, E, G, and H). Table 11 links the
instrumentation to the research questions and literature. Data from the surveys and interviews
categorically answered questions regarding the extent ITP employment goals and activities
were realized. Surveying district staff (e.g. case managers, para educators), deepened the
understanding around knowledge and provided experiences related to employment
opportunities.
The trending themes were coded, answering the research questions, and the document
review provided data defining trends in employment goal and assigned activities. The
triangulation of these three instrumentation types yielded a substantial return of knowledge
regarding the established research questions. The following framework was designed based
upon the literature review and the data yielded from it. Furthermore, with socializing and
training through activity-based instruction being theoretically grounded, participant input was
necessary in order to gather needed evidence (Lave & Wenger, 1991). Inclusive data collected
72
from case managers, para educators, employers, and graduated SWD allowed for multiple
perspectives to determine how the social world in situated learning theory supports individuals
in their quest for employment post secondary school (Lave & Wenger, 1991). The rationale
for using this theory to understand the phenomenon of SWD employment opportunities, is to
recognize how an individual was prepared through participation in the world. The data
collected provides experiences, natures of community membership, and the types of practice
that lead SWD to interconnectedness with people, activities, and learning in high school.
Table 11
Linkage of Instruments, Research Question Components, and the Literature
Data Collection
Instruments Participants
Research Question
Components Research Literature
Surveys Case managers, Para
educators, Employers
Feelings, attitudes, and
perspective on employment
supports for SWDs (RQ1)
Merriam, 2009;
Kirkpatrick and
Kirkpatrick,
2006;
Lave and Wenger,
1991
Interviews Graduated students
with disabilities
Experiences, achievement,
& feelings related to ITP
goals and activities (RQ1)
Creswell, 2014;
Merriam, 2009;
Patton, 2002;
Lave and Wenger,
1991
Document
Reviews
ITPs of graduated
SWD from their senior
year of high school
with a specific learning
disability (SLD)
ITP employment goal and
activities assigned (RQ1a)
Patton, 2002;
Merriam, 2009
73
Surveys (RQ1)
The first piece of instrumentation, surveys, sought to research the following
stakeholders: case managers, para educators, and employers. All three surveys were slightly
different in nature for each group of participants. Measuring the reactions to the open-ended
survey questions by axial coding, communicated the extent to which ITP employment goals
and activities were fulfilled and in what way experiences were actualized (Kirkpatrick &
Kirkpatrick, 2006). Surveys were distributed to the three populations of participants through
district email using Qualtrix systems. Surveyed participants were given a total of three
weeks to complete the survey, with a reminder email sent one week prior to the deadline sent
by the researcher in order to complete the study in a timely manner.
Survey items for the three groups of participants, included questions regarding
feelings, opinions, recommendations, and factors related to employment supports for SWD
(Kirkpatrick & Kirkpatrick, 2006). The surveys were different in nature as para educators
and businesses did not access student ITPs. However, their perspectives identified key
knowledge surrounding internships and job placement for employment opportunities of
SWD.
Case managers received surveys that asked: 1) When working with junior/senior level
students on the employment section of the ITP, how did you go about picking an appropriate
IEP goal that matches the student’s employment goal? 1a) How did you go about selecting
activities (from the list of 23 – list attached
1
) that support achievement of the IEP goal? 1b)
How often do you think you selected the option of other? 1c) What might be some of those
other activities?
1
See Table 12 for the listing of these 23 activities
74
2) To what extent do you think the employment activities (the 23 outlined in the employment
section of the ITP – list attached
2
) prepare students with a SLD for employment? 3) What
factors did you think might influence an employer’s decision to keep a student employed
beyond the internship window? 4) In your opinion, how might our district better prepare
students with a SLD for employment? The purpose of these questions helped to answer the
research question regarding employment focused activities that SWD participated in, given
their direction and provision. Schruers and Chase (2016) discussed the benefits of bridging
quality employment opportunities in high schools for SWD. Therefore, the survey questions
for case managers embodied open ended ways to gather necessary data to understand how ITP
employment goals and activities prepared these students.
Para educators supported SWD in job placement in their role as job developers. Para
educators were asked the following questions: 1) To what extent did you think the
employment activities (the 23 outlined in the employment section of the ITP – list attached
3
)
prepared students with a SLD for employment? 2) What factors do you think might influence
an employer’s decision to keep a student employed beyond the internship window? 3) In your
opinion, how might our district better prepare the students with a SLD for employment?
3a) What might be some of the H.S. activities or experiences that you would recommend as
beneficial in preparing these students for employment? Percentages of SWD matriculating to
employment post high school graduation presented this as majority (Newmna et al., 2009;
Sleezer, 2004). Para educators serving as job developers were asked about SWD preparation
for internships, and addressed maintaining jobs for future independence. This stakeholder
2
See Table 12 for the listing of these 23 activities
3
See Table 12 for the listing of these 23 activities
75
group served as a liaison between the student and business. Job developers often supported
SWD with paperwork related to their job, and had knowledge on consistency, and engagement
towards the internship, yet their capacity in this role did not support the time to devote suitable
skill building for internships.
Finally, employers answered questions related to SWD strengths and weaknesses,
adequate preparation, and possible ways to improve employment transition opportunities (Yoo
& Morris, 2015). Business surveys included the following questions: 1) To what extent do
you think the students/young adults from the Workability Program in the District are
adequately prepared for their position/employment with your business? 1a) What might be
some of the things these students/young adults typically do well? 1b) What might be some of
the things these students/young adults typically could do better? 2) What factors might
influence your decision to keep a student/young adult employed beyond the internship
window? 3) In your opinion, how might the district better prepare the students/young adults
that are sent your way for employment? The literature discussed employer expectations of
students participating in internships, and therefore this stakeholder group provided further
evidence of how this district’s interns impacted business (Smith, Buzi, & Abacan, 2014). All
three groups participating offered information, each bringing unique meaning to this
phenomenon.
Interviews (RQ1)
A semi-structured interview was created to provide insight from actual graduated SWD
from the four comprehensive high schools in the district of study (Creswell, 2009). The
interviews embodied three questions that allowed participants to share their perspectives on
learning related to their ITP goals and related experiences. This stakeholder group participated
76
in WA1 internships, and therefore experienced employment opportunity during high school.
Out of the 63 ITPs, 27% of these SWD participated in the interviews. This approach to
gathering data was from a social constructivist view, in order to grasp individual perspectives
of this phenomenon from key members of this school district, the graduated SWD (Creswell,
2009). Interviews were chosen for sourcing data related to employment, and the tailored
interview questions allowed for open-ended responses for deeper understanding and overall
description of relevant perspectives. Three open-ended questions were asked: 1) Please tell me
a little bit about how is it going at your current job placement. 2) To what extent do you think
the employment activities from your high school ITP prepared you for employment? 3) In
your opinion, what high school activities or experiences would have better prepared you for
employment? These questions addressed the social experience research of Lave and Wenger
(1991) to see what active participation was achieved. Also, questions informed the researcher
on graduates’ attitudes and current positions of graduated SWD. This information aligned to
literature from the NTL2S study, giving data on post high school graduation statuses of SWD
(Newman et al., 2011).
While phone calls allow for great flexibility, the inability to be in direct face-to-face
contact with a participant was limiting. The strategies for interviewing were used from
Creswell (2009); where the semi-structured interview was adapted to use open-ended questions
and note taking in order to collect data. This researcher relied on scripting the interview
responses from the teleconference interviews (Creswell, 2009). Each interview adhered to the
protocol of three predetermined questions to elicit information that would address the research
questions. While it is noted that interviews rely on self-reported data that could be affected by
the emotional state of the interviewee, pairing interviews with previously performed document
77
reviews and surveys of stakeholders enhanced the collected qualitative data (Patton, 2002).
Conversations available to the researcher, due to her role in the district, led to having
additional knowledge, in addition to collected data from surveys.
Document Review (RQ1a)
The document review of ITPs exclusively extracted information from the first page of
the two-page plan. The section of the ITP, pertinent to this study, was the employment goal
created by the student, and the 23 activities aligned to reach the goal, selected by the case
manager. The ITP is part of the IEP, updated annually as students reflected and gained insight
as interests and strengths they were developing for supporting post secondary plans. The ITP
addressed post secondary education, training, and employment. To generate a sample of ITPs
for this study, the researcher collected 12th grade ITPs from student’s who graduated in 2013
through 2014. ITP criteria included graduated SWD diagnosed with a SLD only. Twelfth-
grade ITPs pulled totaled 63 ITPs of graduated SWD, reviewing documents with only one
disability listed, SLD. The 63 documents did not make up the entire special education group
of high school seniors with a SLD, but this total accounted for students who also participated
in WA1 internships. The employment goal and activities were the frame of reference for the
document review. No other areas of the ITP were reviewed for this data collection sampling.
The document review of ITP data was triangulated with interview responses, and surveys
(Merriam, 2009). The purpose of incorporating document review instrumentation allowed the
researcher to compare the carrying out of ITPs of this school district to those ITPs from other
districts who had been found guilty of insufficient ITP implementation and services (Parents
on Behalf of Student v. Los Angeles Unified School District, 2013). Table 12 lists employment
78
activities pre-generated from the Special Education Information System (SEIS) which case
managers chose in support of the employment goal.
Table 12
Special Education Information System (SEIS) Generated Employment Activities List
Approved Activities List
Arrange participation in (two) non paid job tryouts
Arrange student participation in community based training program
Assist student to arrange a visit/tour (two) of job sites
Assist student to arrange an interview an employer in chosen field
Assist student to arrange to meet with military recruiters
Assist student to arrange visit local CareerLink office
Assist student to attend post secondary options workshop
Assist student to attend transition fair
Assist student to develop basic computer skills needed for employment
Assist student to develop their resume
Assist student to develop work awareness skills
Assist student to develop work related behaviors
Assist student to develop work related social skills
Assist student to meet with guidance counselor to discuss career goals
Assist student to participate in (two) job shadow experiences
Assist student to take Armed Services Vocational Aptitude Battery (ASVAB)
Assist student’s examination of own strengths and interests related to employment
Develop student’s ability to use classified ads to locate jobs of interest
Develop the student’s completion of job applications
Develop the student’s job search skills
Provide opportunities for mock job interview
Review job shadow experience(s) after completion with student
Other
Student ITPs were completed through the SEIS online system and managed by the
San Joaquin County Office of Education (SJCOE). The above listed activities total 23
options, and there was no limit to how many activities could be chosen to support the
employment goals of the ITP. SEIS provided centralized online management of IEPs and
special education records, allowing case managers and service providers access to IEP forms
and student data at any time through internet access. This list of activities was a drop down
menu. All student records were transferred district to district and between Special Education
79
Local Plan Areas (SELPA). When students moved throughout the state, SEIS tracked student
data as far back as the record had been in the system. Not all states used this management
system for completing IEPs. Only the employment goal and its activities were reviewed for
this study as a way to dig deeper (see Appendix F for an example of the ITP).
Data Collection
The Institutional Review Board (IRB) at the University of Southern California (USC)
was presented the data collection proposal for the selected school district and this research
received approval to begin in April, 2016. District personnel, such as the superintendent, and
assistant superintendent of student support services granted access to survey district staff as
well as access to ITP data for the purpose of data collection. The research questions, purpose
of the study, survey protocols, interview protocols, and document review criteria were
submitted to district administration for review and approval. Although access had been
granted to the researcher to carry out this study, it was credible to keep the district’s
administration and grantees well informed, and updated on the progression of the study.
Document reviews were examined first to collect evidence providing trends from collected
data. The interviews directly related research questions to ITP employment goals, activities,
and experiences in order to determine how connected SWD were to their ITP. Collecting,
organizing, and analyzing data was fundamental in this qualitative research and reviewed and
revisited throughout the collection process (Merriam, 2009). This process was profitable for
the movement of information, as data was collected using the following schedule. Table 13 is
a synopsis of the above described methodology collection schedule.
80
Table 13
Chart Schedule of Data Collection and Analysis
Data Collection/
Review
Feb. Mar. Apr. May Jun.
Document
Review
-----
Surveys ----- -----
Interviews ----- ----- -----
Data Analysis
The information collected from document reviews initially was coded with analytical
coding, as meaning and interpretation of the data became apparent from reoccurring words and
phrases (Merriam, 2009). In order to describe initial categories more explicitly, axial coding
was applied to the data. Coding the data by hand revealed common themes which led to
connections and differences among all stakeholders. All data collected was in text form, from
the online surveys, notes from interviews, and document reviews inputted into excel
spreadsheets. In order to get a sense of the information, the researcher generated codes and
themes by organizing material. The themes that reoccurred through surveys, interviews, and
document reviews were made up of related words, phrases, and ideas similar in meaning (see
Figure 6). This process uncovered relevant trends (Merriam, 2009). Therefore, themes
emerged during the data analysis, and was interpreted by the researcher (Creswell, 2009).
The interaction with individuals in a specific setting is the basis from which this
researcher understood historical, cultural, and personal perspectives of the interviewees
(Creswell, 2014). Engaging in social interactions within the participants’ worldview was vital
81
in retrieving realistic data. Open-ended questions for interviewees was a key component of the
31 social constructivist researcher in order to gather applicable information. Interactions and
conversation provided this researcher’s role in the district, special education staff, district
administration, and business community members communicated significantly in order to
collect field knowledge (Creswell, 2014). The researcher’s own background is significant for
awareness of ITP requirements, IEP, FAPE, IDEA legalities, WA1 and TPP services for SWD
(Creswell, 2014).
Figure 6. Data Collection and Analysis Process
In an attempt to limit bias, the data analysis process was repeated multiple times. As new
data was received, coded, and collected, the process of analyzing was repeated to solidify
themes, delete insignificant findings, and organize the most important elements.
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Theoretical Framework
This research design operated under a qualitative methods approach with conclusions
from the Situated Learning Theory and Communities of Practice (COP) ideology (Lave &
Wenger, 1991; Ray, 2006). Using Lave and Wenger’s (1991) theory as described by Ray
(2006) explained the processes of learning through practicing in authentic spaces. Therefore,
this qualitative study was designed to find out the extent to which SWD were supported in
practicing ITP employment goals and activities, ultimately, collected data divulged
experiences in high school related to employment opportunities. Also, through qualitative
data collection, an analysis of the experiences from businesses who provided internships to
SWD, and staff who supported transitioning SWD presented added information from their
surveys (Creswell, 2009; Merriam, 2009). The intention of a qualitative approach discovered
the ways in which businesses, case managers, para educators, and school staff supported
transitioning SWD with employment skills during the high school experience (Creswell,
2009). Figure 7 showed active participation involvement. The left figure represented high
school supports, and the right figure post high school graduation supports (Lave & Wenger,
1991).
Situated learning signified the need for practiced participation for one’s increased
capacity, and in terms of schooling, the importance of rethinking participation of SWD within
community, school, and business were rationalized through this theoretical position (Lave &
Wenger, 1991). Students supported through practiced skills within the school setting increased
the chance of preparedness in skill set. Information collected revealed how SWD learned
necessary skills for successful post secondary school employment experiences. Other
indications of socialization, as a natural phenomenon, during secondary school strengthened
83
the demand to research this area. In addition to student communities of practice, data collected
from the stakeholders of this study revealed the need for inclusive communication, which did
not exist. During high school, SWD were supported by family, themselves, the community
(e.g. business internship), and school (e.g. case manager, teachers, administrator). Upon
completion of high school, the graduated SWD utilized themselves, their community, and their
employer for improved membership and withstanding within society.
Lave and Wenger’s (1991) literature necessitated the need for social cohesion and
integration. Within the public sphere, in this case for employment opportunities, students
engaged in context, experienced learning. Their educational experience included the
overlapping of school-to-work instructional influences, for learned and expected outcomes

Figure 7. Situated Learning Theory
(Lave & Wenger,1991). Figure 8 shows an example of areas needed to meet expectations of
businesses. In line with business responses, ITP employment activities, and student needs
84
was embodied in Figure 8, showing a visual depiction of educational experience that
theoretically provided appropriate supports.
The circular visual representation was used to show continuity of four areas roving
around the educational experience (e.g. high school matriculation). The educational
experience was inclusive of social presence, meaning: encouraged negotiation, peer support,
and interaction; the cognitive presence developed: student points of focus relevant to particular
forms, documents, and instruments required; the teaching presence was: the way in which
students experienced classroom support, feedback, work related skills, and direct instruction
Figure 8. Educational Experiences of Situated Learning Theory
85
for employment purposes. Active participation allowed for: actual experiences, action, living
in the world, interaction, and eventually membership in one’s community by being a positive
contributor to society (Lave & Wenger, 1991).
Situated learning theory weighs heavily on participation. Therefore, this theory aligned
with this study’s research questions looked to reveal the extent that SWD participated in
opportunities relevant to their ITP employment services while in high school. This study
contributed to special education literature specifically for high school SWD transitioning to
employment post high school graduation in one school district.
Summary
Consistent themes among the surveys, interviews, and document reviews reveal
commonalities and differences. The related information was synthesized into more descriptive
themes across all domains. Corbin and Strauss (2007) suggested axial coding to define themes
and categories of information in a schematic way. Surveys and interviews provided data from
case managers, para educators, employers, and SWD regarding attitudes and feelings
surrounding employment transitions and ITP employment services. The qualitative tools of
instrumentation triangulated actual experiences of school and community based involvement
related to ITP employment goals and activities as well as pre- and post-employment
experiences for graduated SWD. Furthermore, data revealed themes connected to related
literature on special education developments, employment opportunities, and secondary school
transitioning (Holzer, 2012; Lave & Wenger, 1991; Newman et al., 2009; Schruers & Chase,
2016; Smith, Buzi, & Abacan, 2014; Yoo & Morris, 2015).
86
CHAPTER FOUR: RESULTS
Overview of Findings
The purpose of this chapter is to present the findings from this study. Specifically, the
findings pertaining to the ITP employment goal and activities of high school SWD, along with
the experiences of the study’s stakeholders: case managers, para educators, graduated
students, and businesses, gave first-hand knowledge which was revealed through data
collection. Also, it was important to see what listed ITP goals and activities had been chosen,
as they support student access to employment opportunities, and revealed stakeholder trends.
Out of these four groups of stakeholders (e.g. case managers, para educators, graduated SWD,
and businesses), responses collected from them were organized to offer the transparency of
their input related to the research questions. The findings of the data were categorized by
applying the narrative inquiry process, presenting emerging themes from surveys of case
managers, para educators, and businesses, interviews of adult graduated SWD, and document
reviews of ITPs. Many themes emerged from the data, but were clarified by focusing on their
connection to the research question. The most prominent themes presented from the groups
in this chapter covered: (1) training and work experience, (2) skill building and preparation,
(3) communication among stakeholders, and (4) time.
To answer the first research question, “Do the employment focused activities in
Individual Transition Plans (ITPs) adequately prepare Students with Disabilities (SWD),
specifically with a Specific Learning Disability (SLD) for employment?” collected data from
the analysis gave detailed insight from all participant groups associated with supporting SWD
in employment opportunities. The responses from businesses, case managers, and para
educators divulged dissatisfaction of communication between school personnel and
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employers, and for school staff (i.e. case managers and para educators) training related to ITP
completion, more time and knowledge on employment transition services available was
disclosed. Furthermore, SWD revealed their opportunities related to employment while in
high school, and disengaged clarity from their listed ITP services. The information collected
from surveys and interviews was triangulated to connect the similarities, acknowledge group-
specific themes, and differences which emerged.
The supporting research question, “What is the nature of these Individual Transition
Plans (ITP) employment goals and activities?” was used to delineate the desires of SWD in
the area of employment, and determine what activities case managers chose to support student
achievement of that goal. Consequently, the researcher wanted to see if certain activities were
chosen, not chosen, or identified trends of case manager choices overall. It is important to this
researcher, to disclose all possible activities to see which activities were typically considered,
and which were not. The document review of the selected ITPs provided information needed
for this data collection. The surveys of case managers further revealed the extent to which
they chose certain ITP employment activities, while the interviews of the SWD provided
knowledge on student connection to these, services they received, and their ITP employment
goal. This evidence triangulated with information collected from para educators and
employers provided how connected the stakeholders were to the ITP. Prominent in the review
of relevant literature, the majority of SWD graduated from high school with the desire to
pursue employment rather than secondary education (Newman et al., 2009). As a result,
public schools have established programs, and CTE standards bringing back vocational
education to general and special education students, facilitating employment opportunities.
This study offers qualitative evidence to contribute to the knowledge base of SWD and their
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ITP employment goals and activities, affecting high school experiences and post secondary
preparedness. The supporting research question was designed to help examine the connection
of goals and activities to student training, work experiences, job skill building, and
communication.
Employer and SWD perceptions were connected to situated learning theory and its
philosophies (Lave & Wenger, 1991; Ray, 2006). Other literature discussed the importance of
communities of practice (Ray, 2006), and the necessity of SWD wanting the practice,
experience, and skills to support employment attainment. Employers reported the need to have
prepared SWD prior to starting an internship to develop necessary skills in preparation for an
internship (e.g. Workability 1). Therefore, it was important to identify curriculum from
collected data in which case managers utilized. Para educators working to connect SWD to
employers for WA1 internships, had few associations with students in developing skills, these
employees were essentially job developers (e.g. submitting student applications to work,
submitting student work hours, communication with business for student accountability). The
data furthermore reflected that their role as a job developer was limited, and their capacity in
this role did not support the time to devote suitable skill building for internships.
A comprehensive literature review was created to reveal themes that provided a basis
for this study. It has been mentioned that research in the area of SWD and employment
participation related to the legal ITP, is extremely limited, as studies used in this paper
identified: rates of SWD post secondary school status, rates of compliance on legal
documentation (i.e. IEP, ITP), inclusion of SWD, implementing accommodations and
modifications to access general education curriculum for SWD, communities of practice for
learning, and most importantly historical and current opportunities offering vocational training,
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which gave background to this subject for this paper’s study (Lave & Wenger, 1991; Newman
et al., 2009; Symonds et al., 2011; Vaughn & Thompson, 2003; Vernon et al., 2003). The
results of this study provided additional information supporting literature in the field of
employment supports for SWD in secondary school, with one’s ITP, and their high school
employment opportunities.
SWD that fall under the category of SLD are the largest group of students that make up
the special education population within the United States. These students are the ablest to
function independently, and who benefitted from inclusion with appropriate modifications or
accommodations as needed. The extent to which SWD accessed available programs related to
training and job skill building was significant. The researcher believed that communities of
practice among the stakeholders of this study provided a platform for dialogue, which had
currently been an obstacle (for students, teachers, and employers). Where there was a lack of
dialogue between these groups. In order to identify concerns, the reality was that SWD need to
access certain programs successfully, and stakeholders in communication fosters appropriate
access of opportunities.
It is imperative that SWD receive employment supports designated on the ITP. Yet,
case managers and employers noted that there is not enough time or preparation provided to
them in order to support SWD with these skills, which echoed literature findings related to
communication and participation amongst stakeholder groups (Lave and Wenger, 1991; Ray,
2006; Yoo & Morris, 2015). In addition, the active participation needed of ITP goals and
activities, revealed by case managers, employers, and graduated SWD was evident.
Originally, 90 businesses were listed as affiliations of the WA1 grant providing
internships to SWD. After the researcher made numerous telephone calls, the list of
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businesses dwindled down to 55 organizations still in business, with 42 provided email
contacts, the study collected responses at a rate of 26%. Participating businesses covered the
following industries: Education and Training, Food, Marketing Sales and Service, Business
Management and Administration, Human Services, and Manufacturing. Therefore, this
study’s sample size compromised its generalizability, since all industry sectors were not
surveyed (Merriam, 2009).
In June 2016, this study’s results summoned a professional development training for
special education case managers, which addressed how to construct a legally defensible ITP.
The case managers invited to attend included elementary, middle school, secondary, and adult
transition case managers, and developed knowledge amongst all levels of special education
teachers (e.g. case managers). In the instance where movement to different grade levels
occurs among teachers, the process of transitioning SWD in high school is necessary for all
special educators. It was beneficial to communicate with this group of stakeholders, as they
disclosed their needs for information surrounding WA1, employment training curriculum,
and CTE program access for SWD.
Research Question 1 Findings
Document Review
To determine if ITP employment focused activities were adequately preparing SWD
for employment, the document review afforded specific ways that these students were to
legally obtain services and support. Further insight revealed employment preference in the
areas of student goals, yet activities chosen focused on employment behaviors, social skills,
work awareness, and recognizing one’s strengths to assist job choice. The top five activities
chosen most frequently were: (a) assist student to develop work-related behaviors, (b) assist
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student to develop work awareness skills, (c) assist student to develop work related social
skills, (d) assist student’s examination of own strengths and interests related to employment,
(e) assist student to meet with guidance counselor to discuss career goals. All ITPs came from
senior SWD, and active participation with employment opportunities for learning, is necessary
based on the literature. These activities were inconsistent with the nature of activities that
senior SWD should be receiving in order to experience active participation. This data revealed
that employment goals lacked focus. Many students desired to “get a job,” but did not
delineate any specific industry. Student ITPs from SLD students, make up the most
independent SWD population. The ITP employment goals lacked specificity for supporting
future plans, and most importantly, active participation, especially during a student’s last year
of high school.
Case managers determined goals and activities based on conversations with students,
interest inventory tests, and student schedules, but research recommends SWD be exposed to
repetitive and inclusive instruction supporting student growth through active participation that
builds social and behavioral skills (Lave & Wenger, 1991; Vaughn & Thompson, 2003), and
the amount of time spent on creating these plans was not enough. Collected data further
implied lack of time and participation spent on employment focused activities that were
participatory in nature. This data was evident and persistent (Merriam, 2009). The document
review of 12th grade ITPs revealed important findings in relationship to activities chosen.
ITPs had nearly 95% marked with at least two activities chosen to support the employment
goal. The most frequented choice was: assist student to develop work related behaviors, which
was evident 25% of the time, (as shown in Table 20). The other activities listed as most
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frequently used, heavily supported behavioral skills, and examining one’s own strengths and
interests surrounding employment.
Interviews
Interviews were conducted after the document reviews were completed. In the attempt
to answer research question number one, the major theme that surfaced was for more time and
assistance for employment development. The following information gathered the graduate
SWD perspective regarding if ITP activities were beneficial in helping them reach their
employment goal post high school. Of the 63 graduates contacted, a nexus of those SWD
were interviewed, totaling 26% participation. A recent study conducted on post secondary
outcomes of students with disabilities in the United States, showed that the majority of
students graduating high school pursued employment, less than 10% pursued post secondary
education, and 23% were not involved in any type of employment, training, school, or positive
community affiliation (Newman et al., 2009). As interviews continued, SWD participants
echoed that the majority were not in post secondary school. Out of the 17 interviewed
graduates, 71% were working, 11% were in community college, and 18% were neither
working nor going to school (see table 14). Graduated student interview responses disclosed
that they would have benefitted from employment exposure, classes for life survival skills,
work experiences, and training. Forty- seven percent of graduates indicated the need for more
trainings and work experiences during high school.
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Table 14
Graduated SWDs Demographics (N=17)*
Graduated
SWDs
Year of
Graduation
High School
of Attendance
Workability
Participation Current Status
SWD1 2013 HS4 Y NE, NPSS
SWD2 2013 HS3 Y FTJ, NPSS
SWD3 2014 HS2 Y PTJ, NPSS
SWD4 2014 HS3 Y NE, FTCC
SWD5 2013 HS1 Y NE, NPSS
SWD6 2013 HS2 Y FTJ, NPSS
SWD7 2014 HS1 Y NE, NPSS
SWD8 2013 HS3 Y FTJ, NPSS
SWD9 2013 HS1 Y FTJ, NPSS
SWD10 2014 HS3 Y FTJ, NPSS
SWD11 2013 HS1 Y FTJ, NPSS
SWD12 2013 HS1 Y FTJ, NPSS
SWD13 2014 HS4 Y FTJ, NPSS
SWD14 2014 HS2 Y FTJ, NPSS
SWD15 2014 HS3 Y NE, NPSS
SWD16 2014 HS1 Y PTJ, PTCC
SWD17 2014 HS2 Y FTJ, NPSS
Note: *All Students with Disabilities (SWD) attended a comprehensive high school noted as H.S.1= high
school 1, H.S.2= high school 2, H.S.3= high school 3, H.S.4= high school 4; *All SWDs were serviced with
Workability benefits, but may not have been placed in an internship; Current Status describes what student’s
are involved with post graduation noted as N.E.= not employed, P.T.J.= part time job, F.T.J.= full time job,
N.P.S.S.= no post secondary school, P.T.C.C.= part time community college, F.T.C.C.= full time community
college.
Stressed in the graduated student interviews were that they needed employment-
specific skill building, and job-skill preparation for employment after high school. Student
responses included, “the ITP did not prepare me, my employment preparation came from my
mental health mentor, no ITP activities helped me with employment, and I can’t think of
anything. ” Evidence showed the lack of active participation within the high school
experience. The unpreparedness of students was assumed due to those not involved in any
positive endeavors within their communities, and who were unable to support themselves
after graduation. Graduated student interviews suggested that they were not fully prepared
by their high school experiences for employment. Graduates were asked to recall positive
connections to their ITP goal and activities.
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Employed graduates totaled 71%, and worked in the food industry, mechanics, auto
detailing, banks, sales, security, and pet shops. Students remembered classes enabling future
supports such as: computers, math, and English classes. Interviews provided students the
opportunity to discuss what would have been valuable in association with employment while in
school. More training, work experience, social skills classes, life survival, and time and money
management were suggested in interviews by SWD graduates. It was the purpose of this
school district to support students in becoming integral members of society and positive
contributors to their community upon high school graduation. In using educational institutions
for social practice, students learned (Lave & Wenger, 1991); this study revealed learned
activities were not ongoing, but rather minimal or not taking place at all in school, work, home,
public, or leisure spaces. Graduated student interview responses included activities that would
have been more beneficial in supporting them with employment. Students stated they would
have liked to participate in courses and experiences more geared towards employment
preparation. The interviewed graduates uncovered that 11% were attending community
college, 18% were neither working nor going to school, and 71% were employed.
Research distinguished that support for learning knowledgeable skills lies in active
participation (Lave & Wenger, 1991), yet 82% of SWD could not recall ITP support from
their high school experience, 29% of graduates wanted more classes supporting social and
developmental skills for independent living (e.g. employment), and 17% of them wished for
more training opportunities.
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Surveys
Case Managers
Case managers had the most involvement with students as they established schedules,
and determined ITP employment goals and activities. They also were the vessel in which
students received their employment related instruction (e.g. study skills classes, freshman
seminar). The surveyed case managers revealed that instruction supporting employment came
from: CTE student work, Workability internships, transitional curriculum (e.g. TPP), summer
jobs, and study skills classes where SWD practiced interest inventories, mock applications,
and online research. Out of 23 case managers who were emailed surveys, 65% consented and
participated.
The tenure of new to veteran case manager participants, was included in the
instrumentation section to show data presented views from a variety of teachers. Overall, data
obtained indicated that case managers do not have ongoing interaction with SWD in order to
complete student ITPs. For example, a one-time interview, informal teacher to peer
discussions, interest inventories, casual conversation, student schedules, or online research
were ways that case mangers collected data to determine a student’s ITP employment goals
and activities.
Data suggested that student needs for vocational experiences was lacking. To be
successfully employable candidates, students need to practice skills preparing them for transition
from high school into the workforce. Recommendations were provided by this group of
stakeholders, broadening the knowledge base which was key to describing what is actually
going on, as case managers had the most contact with SWD in high school. The following
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responses indicated case manager needs for better supporting employment opportunities to
service SWD while in high school (see Table 15).
Table 15
Case Manager Provisions for Supporting SWD Employment (N=15)
Themes n
Percentage of
Case Managers
Students need more work related
assistance (e.g. social skills, job
searching)
6 40
Required vocational classes (e.g. CTE) 4 27
Job shadowing, job training, internship 3 20
Case manager professional
development
2 13
Themes regarded WA1, CTE, work experiences, and professional development for
improving ways for case managers to provide supportive activities for employment practice.
The data disclosed the need for more student experiences, and time focused on employable
skills. Interestingly, the need for more time, was the theme that surfaced throughout all
collected stakeholder data.
Para Educators
The surveys analyzed from para educators, revealed that their knowledge regarding ITP
activities was limited, as the ITP was confidential. Data even showed that when students
worked with para educators (e.g. job developers) who helped support job placement for
Workability internships, ITPs were not shared. Embedded in the survey question was the list of
23 employment activities from the drop down menu on the ITP. This researcher wanted to have
ITP activities available to para educators for the survey question which asked: to what extent did
you think the employment activities supported SWD.
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Para educators recommended that it was beneficial for high school students to participate
in activities and experiences related to employment. In looking at the daytime role in which
para educators operated, they were support staff within case manager and general education
classrooms. Therefore, their input reflected daily classroom experiences supporting SWD. It is
noted that WA1 duties were not accomplished during a para educators work day. Additionally,
their role as job developers for the WA1 program provided even more knowledge related to
working internships of SWD. These job developers collected 50 to 70 hours per year assisting
students, and working with school district or businesses staff. Furthermore, there was limited
access to WA1 students during the school day, due to different student and para educator
schedules. It was true that limited interaction between para educator staff and students occurred,
as the only times to communicate would be between classes, during lunch, or after school, and
even these times presented restriction. The WA1 job developers described their functions as
such: placed students in internships, communicated with businesses on individual student
progress, submitted student work applications, and distributed paychecks.
Para educator surveys disclosed needs in the following areas: resume development,
increased job visits, elective classes designed to support job placements, opportunities to react in
work-related situations, access to CTE programs, and provided support with customer service
skills (e.g. message and note taking). Participants from this stakeholder group included
responses that encouraged the need for more job training courses for SWD to support prolonging
employment opportunities after internships ceased. It was recommended that students receive
monetary help with transportation, uniforms, and other employment related needs. Also,
established quotas for placing SWD into WA1 internships, was reported as being needed by
16% of surveyed participants. Although students worked with para educators for placement into
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an internship for work experience (e.g. WA1), time spent in preparation to practice for that
position did not occur. The ITP was not associated with student placement whatsoever.
Surveys showed that para educators wanted an increase of case manager support, by providing
work development classes. It was evident that time devoted to increasing student employment
skills was the theme surfacing throughout this data collection. Keeping in mind that most SWD
enter the workforce, not post secondary school after graduating high school (Newman et al.,
2009).
Businesses
Other preliminary findings regarding TPP and the Workability I program, revealed that
many case managers were unfamiliar with criteria on how SWD applied, qualified, and
participated in these programs, and also what businesses were associated with the district of
study. Businesses held the knowledge on what skills students needed for successful internships,
and information for prolonged employment opportunities leading to long term hire, as well as
how they may prolong district affiliations, and student employment within the company. Survey
responses yielded a plethora of ways in which businesses show needed support. Out of the 55
district business affiliations, 20% of them indicating the adequacy of SWD ranged from
extremely adequate to inadequately prepared for their WA1 internships, (see Table 16). No
businesses deemed students as inadequately prepared for internships.
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Table 16
Business Affiliation Demographics (N=11)*
Career Cluster
Category
SWD
Served
Student Level of
Preparation
Education & Training 3 NAI
Food 10 MA
Marketing, Sales, &
Service 3 SA
Marketing, Sales, &
Service 5 NAI
Food 36 EA
Marketing, Sales, &
Service 4 MA
Business, Management,
& Administration 2 SA
Food 15 MA
Human Services 5 SA
Marketing, Sales, &
Service 0 EA
Manufacturing 6 MA
Note: *All businesses had affiliations with the district of study and had provided internships for
SWD between 2013-2015; Student Levels of Preparation were recorded with seven options:
Extremely Adequate= EA, Moderately Adequate= MA, Slightly Adequate= SA, Neither
Adequate nor Inadequate= NAI, Slightly Inadequate= SI, Moderately Inadequate= MI,
Extremely Inadequate= EI.
Their knowledge on skills which students needed to be successful in internships, could
also prolong employment opportunities past the internship phase. Therefore, businesses were
surveyed to share what strengths SWD have and what areas SWD can improve. Within the
public sphere, in this case for employment opportunities, businesses recommended that students
needed engagement in specific job criteria prior to the start of their internship. Their educational
experience needed to embody overlapping of school-to-work influences, in order to have
multiple chances to practice specific skills. Table 17 identifies examples of the areas needed to
meet business expectations for student employment success. Business survey responses
revealed the following strengths and weaknesses of interned SWD.
The responses from businesses showed that SWD come with a diverse set of skills,
strengths, and weaknesses. Some students were organized, came on time, and took initiative
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independently, while others did not. These skills were listed under student weaknesses, and
student strengths. The strongest area for SWD participating in WA1 internships was their ability
to obey instructions and be teachable individuals. On the other hand, the weakest area for this
group of stakeholders was computer skills, and not too far behind this category showed struggles
with confidence and initiative.
Strengths Percentages of
Businesses
Weaknesses Percentage of
Businesses
Timeliness 18 Asking questions. taking
their time
27
Simple cleaning and
stocking
27 Timeliness 9
Cashier duties 9 Needs more confidence,
takes initiative
36
Communicative 9 Organization 9
Obey instructions and
teachable
36 Trouble shooting 9
Computer skills 18 Customer service skills
(e.g. note taking, phone
calls, making change)
45
Energetic 9 Professionalism (e.g.
social skills)
18
Note: *All businesses had affiliations with the district of study, and had provided internships for SWD.
Data from businesses reveals activities such as: (a) assist student to develop work-related
behaviors, (b) assist student to develop work awareness skills, and (c) assist student to develop
work related social skills, were either not practiced or not exposed enough to SWD. This
evidence suggested SWD required a greater exposure to such skills. Furthermore, because ITPs
reviewed were from senior high school SWD, the researcher concluded that the activities
Table 17
Business Findings on Strengths and Weaknesses of Interned Students with Disabilities (N=11)*
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chosen, supporting behavior and work awareness, should have been designated activities
assigned during a student’s first years in high school.
Surveys from businesses also delved into knowledge surrounding how the district could
better prepare students for internships (see Table 18). The following themes emerged,
disclosing that businesses need to be: in contact with school staff post internships, and have
better prepared students prior to starting internships (e.g. supplies, materials, job knowledge,
job skills). When the researcher contacted businesses over the phone, and retrieved emails to
send surveys, responses from phone conversations presented that WA1 business affiliations
had not been in contact with district staff routinely. Five businesses recorded the researcher’s
contact information to provide to corporate staff, for administrative approval in order to
participate in the study, but these companies did not respond to follow up calls, or provide
email contact. Out of the 55 business affiliations contacted, 76% provided email contacts.
There were 26% who responded to the survey; covering seven out of 14 WA1 industries.
Therefore, data collected was not generalizable, and should not be considered as typical data
for WA1 programs.
As discussed, a coalition of stakeholders (e.g. CTE staff, local business leaders, district
level administration) from the surrounding cities of the district collaborate on CTE curriculum,
programs, and internship opportunities. This group of stakeholders meet without special
education district representation. Due to the low percentage of SWD in CTE programs, adding
a special education designee to join this platform would be desirable, in addition, to needed
district general and special education staff collaboration. Communication with these
stakeholders helps businesses associate ITP employment activities, WA1 services, and CTE
support. In essence, one’s general and special education classes would serve as communities
of practice to provide employable skills and job training opportunities.

Employer Expectations by Industry and Themes (N=11)
Education Marketing,
Business,
Management,
And Sales, and and Human Industry
Training Food Service Administration Services Manufacturing Expectation
Themes Industry Industry Industry Industry Industry Industry Overall
Better Prepared
SWD n/a 18% 27% 9% 9% n/a 64%
More Time
Training SWD 9% 9% 27% n/a n/a n/a 45%
Communication
with District
Staff 9% 9% 18% n/a n/a 9% 45%
Table 18
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Summary
All stakeholders expressed the desire to help SWD in increasing their job skills, but
because of time restraints, and lack of knowledge, were unable to provide suitable services to
SWD. It is evident that all stakeholders must work together to provide quality educational
experiences (e.g. CTE teachers, school counselors, business affiliations, para educators,
school administrators), but data reveals stakeholders work to benefit SWD in isolation. Data
analysis was not measurable, in the sense that data collected did not cover all businesses
providing internships, nor did all graduated SWD with a SLD participate. Another group of
stakeholders would have contributed greatly to this study, such as CTE staff, as these teachers
provide opportunities for job skill development on a daily basis. The findings provided ways
to increase support for 1) student participation, 2) staff knowledge, and 3) creating
communities of practice for the stakeholders of this study.
Research Question 1a Document Review
The Individual Transition Plan (ITP) employment goals were open-ended statements
that began with the phrase, “Upon graduation I will.” The nature of the goals and activities
for transition employment services are described in detail to provide an understanding of what
legal documentation provides to help SWD in high school. Students and case managers
worked together to come up with suitable goals related to employment to fulfill this required
question on the ITP. Student responses varied, however duplicated goals revealed duplicate
job interests and disclosed in Table 19. The 63 ITPs collected of graduated SWD identified as
having a SLD, and having attended HS1, HS2, HS3, or HS4 ensured that these ITPs were
from students who were able to be interviewed for this study. Autism or any disability
requiring any institutionalization were not included in this pull of ITP district files. There
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were 34 different employment goals documented. Even with thematically grouping goals,
data revealed that 78% of SWD indicated pursuit of employment post high school graduation.
The nature of the employment goals listed under the employment-related sections
revealed jobs in sales, food, law, hospitality, entertainment, medical, human services, and
education industries. While only the employment section of ITPs was reviewed, data showed
that employment goals included areas in medicine, fitness, and culinary arts, which
necessitated the requirement for post secondary training or schooling; these fields totaled 16%
of participants indicating this desire. Literature disclosed three categories, such as
employment, post secondary training and schooling, and community involvement with
positive or negative outcomes for SWD graduates up to four years after post secondary school
completion (Newman et al., 2009). As the Newman (2009) study stated, most SWD pursue
employment, and the document review data analysis echoed the same majority from the
district of study’s specific population.
Additionally, employment goals related to employment only, revealed careers that are
either undecided in nature, or specific to an industry. Out of all ITPs reviewed, 29% of them
indicated undecided employment in their 12th grade year. The other part of the employment
section of the ITP is the 23 employment activities assisting students with their employment
goal. Listed employment activities are in order from activities chosen the most times, to least
chosen (see Table 19). There was no limitation as to how many activities could be chosen to
support an employment goal. It was left up to the discretion of the case manager as to which
activities were most appropriate in aiding success.
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Table 19
ITP Employment Goals of Senior SWD (n=63)
Applicable
WA1
Goal Business
ITP Employment Goals Category n Percentage Affiliation
Get a good job, look for a job Employment 16 10.0 Yes
Get a job at a movie theater Employment 1 .6 No
Get a part time job Employment 9 5.7 Yes
Work in a medical clinic CTE* Employment 2 1.3 No
Work the family business Employment 1 .6 No
Join the military CTE* Employment 2 1.3 No
Work in a place to learn about styling hair Employment 2 1.3 No
Work in the fashion industry Employment 1 .6 Yes
Become a singer, rapper Employment 1 .6 No
Becoming a business man or writer Employment 1 .6 Yes
Work in law enforcement CTE* Employment 4 2.5 No
Work in motorcycle mechanics CTE* Employment 1 .6 No
Become a chef Employment 2 1.3 Yes
Work in a barber shop Employment 1 .6 No
Continue to work in the auto industry CTE* Employment 1 .6 No
Get a job in retail Employment 1 .6 Yes
Become a firefighter CTE* Employment 1 .6 No
Continue to be employed at a hotel CTE* Employment 1 .6 No
Work at Home Depot Employment 1 .6 No
Become a zoologist, biologist, or veterinarian Training Program 1 .6 No
Get training in physical fitness or nature Training Program 1 .6 No
Go to Community College Post Secondary
School 4 2.5 No
Pursue a career in medicine (pediatrics, veterinary,
or culinary) CTE*
Training Program
1 .6 Yes
Become a nurse CTE* Post Secondary
School 1 .6 No
Become a psychologist CTE* Post Secondary
School 1 .6 Yes
Become an engineer CTE* Post Secondary
School 1 .6 Yes
Become a sports medical therapist CTE* Post Secondary
School 1 .6 Yes
*CTE= Denotes CTE Program Alignment
Included literature delineated three categories, such as employment, training, and post
secondary schooling, which was included in Table 15 to show how SWD from this school
district of study were participating in their respective communities after graduation. Although
these goals fell under Code 400 (e.g. employment) of the ITP employment section, the data
from this district’s goals reflect classification falling under categories such as: employment,
school, or employment and school. In addition, CTE is marked next to the industries listed in
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Table 19 above to show whether the employment goal could be attached to a school program
associated with their ITP employment goal. Furthermore, next to each goal reviewed from the
data, indicated when a business affiliation through the WA1 program was available.
Individual Transition Plan Employment Activities
Identification of the most frequently, least likely, and never chosen employment
activities, were recorded from the drop down menu of the 23 predetermined activities listed.
They were recorded during this document review analysis. The ITPs from all 12th grade
students, graduated in 2013 or 2014 from the four comprehensive high schools. Table 20
further describes the nature of the employment activities extracted from the document reviews.
There were four activities never chosen from the 63 ITPs reviewed. The activities were:
(1) arrange participation in (two) non paid job try-outs, (2) assist student to arrange a visit/tour
(two) of job sites, (3) assist student to arrange an interview with an employer in a chosen field,
and (4) assist student to participate in (two) job shadow experiences. Unfortunately, these
activities that were never chosen from the reviewed ITPs were aligned with employment skill
building and participation, the area in which stakeholders described as needing more of. For
example, the CareerLink office, had two locations in the city of study. These offices help to
facilitate training programs, career workshops, labor market information, and financial aid
resources for people with disabilities, veterans, older workers, youth, and the unemployed
(CalJobs
SM
, 2016). With 11% of ITPs marked “other,” the comments section indicated the key
word, workability. Finally, 6% of the ITPs reviewed had no activities chosen to support the
employment goal. Table 20 indicates overall usage of the 23 available activities. The most
frequently chosen activity was: (a) assist student to develop work related behaviors, with 25%
of ITPs including this choice.
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Table 20
ITP Student Activities Chosen for Senior SWD (n=63)
ITP Activity n Percentage
Assist student to develop work-related behaviors 40 25.0
Assist student to develop work awareness skills 38 23.9
Assist student to develop work related social skills 37 23.0
Assist student's examination of own strengths and interests related to
employment
29 18.0
Assist student to meet with guidance counselor to discuss career goals 17 10.7
Assist student to develop their resume 13 8.0
Develop the student's completion of job applications 13 8.0
Develop the student's job search skills 11 6.9
Provide opportunities for mock job interview 10 6.0
Develop student's ability to use classified ads to locate jobs of interest 8 5.0
Assist student to develop basic computer skills 7 4.4
Other 7 4.4
Assist student to attend transition fair 6 3.7
Assist student to arrange visit to local CareerLink office 5 3.0
Assist student to arrange to meet with military recruiters 3 1.8
Assist student to take ASVAB* 3 1.8
Assist student to attend post secondary options workshop 2 1.2
Arrange student participation in community based training program 2 1.2
Review job shadow experience after completion with student 1 .6
Note:* ASVAB= Armed Services Vocational Aptitude Battery *CareerLink= Career Office for Workforce Development
The activity chosen less than one percent of the time was: (a) review job shadow
experience after completion with student. Certain activities were interrelated, and it was
anticipated that marking this one activity would lead to marking other activities that
correlated appropriately, such as: (b) assist student to participate in (two) job shadow
experiences (c) arrange participation in (two) non paid job try-outs, or (d) assist student to
arrange a visit/tour (two) of job sites. These examples of activities provide active
participation. Students can envision and engage with people in a specific job industry
they desire. As an example revealed, the reviewed ITPs did not have correlating activities
in nature on any ITP reviewed. The researcher tried to justify how case managers chose
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activities, by reviewing activities chosen from ITPs. In correlation with graduate student
interviews, the document review revealed that transition fair activities were chosen six
times from the ITPs in review, supporting evidence that employment transition fairs were
available to students, and that case managers followed through on students experiencing
this activity.
Interviews
Twenty-three percent of participants interviewed shared that participation at a Job Fair,
also an activity on the ITP, was helpful because it gave insight to available jobs within their
community. However, 76% of graduates reported no recollection of their ITP activities.
Relative to how chosen ITP employment activities were helpful, student interviews revealed
the following responses, “they did not help, not really helpful, none, my mental health mentor
supported me, I can’t think of anything.” The SWD participants only remembered the job
fair. Each of the ITPs reviewed in this study included a total of 63% of employment-specific
goals. SWD who were working or attending post secondary school made up 17% of the
population surveyed. The document review findings from the ITPs revealed data that
supported social, behavioral, and work-related tasks; however, job shadowing, and
employment training was not mentioned in interviews nor substantially chosen from document
review findings. A noticeable theme from interviews was that help came from general
education classes and counselors.
Relating ITP goals and activities to high school experiences was helpful in connecting
what support interviewees received. Overall, interviews showed: (a) 23% of graduates
reported the job fair was helpful in knowing what employment existed in their community, (b)
17% discussed English, math, and technology courses prepared them most for employment,
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(c) 5% received employment support from a mental health counselor, (d) 82% did not recall
ITP activity supports, therefore could not make connections to their ITP, (e) 41% did not take
a course supporting employment skills in high school, (f) 29% desired classes to gain social
skills, balancing money, time management, leadership, marketing, sales, and law enforcement
preparation, and (g) 17% wanted more work experience while in high school. Comparatively,
the document review revealed all possible activity choices from an ITP; it became clear that
SWD rarely received activities that utilized active participatory experiences.
Surveys
Case Managers
Businesses indicated students need more preparation prior to beginning internships.
The most chosen employment activities inputted by case managers (see Table 20), supported
work related skills, behaviors, social awareness, and student strength awareness. The
employment activities teachers chose came from a predetermined list of activities, listed in a
drop down menu format (see Table 20). Participants clarified how and what activities were
frequently chosen. Case manager data revealed student assignments incorporated activities
such as: portfolios, job shadowing opportunities, job trainings, internships, and elective classes
that focused on job related skills. For example, they stated choosing, “assist student in job
shadowing, whatever seems appropriate to the goal, some activities may be good preparation,
complete mock work application, assist student to research a trade school, career fairs at lunch
time, career center time, meeting with counselors. ” These open-ended statements reflected
the thoughts and feelings toward chosen employment activities from the list.
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Para Educators
The para educators contacted to complete surveys for this study yielded an 87%
participation rate. As two para educators from each comprehensive high school were emailed
surveys. From the responses, 86% of para educators believed that social and work skills were
required for WA1 internships (e.g. accountable, independent, work well with others, timely,
reliable). A total of 67% of these job developers suggested the need for more job training, and
work development classes for SWD (e.g. customer service skills, human resource training,
message and note taking skills, interview practice in preparation for the workplace, preparing
a resume, and dressing for success), leaving 33% who suggested accessing CTE programs as
necessary. Total responses reported the following data from the survey question that inquired:
to what extent did you think the employment activities (the 23 outlined in the employment
section of the ITP – list attached
4
) prepared students with a SLD for employment: (a) 43% did
not answer the question (e.g. left blank, recorded not applicable), (b) 14% indicated no follow-
up with ITP activities, (c) 14% disclosed WA1 involvement made up for ITP activities, and
29% believed activities assisted the realization of one’s strengths, weaknesses, or employment
options.
It was clear from the data collected that the role of a para educator did not support a
student’s ITP employment activities, as they were not provided these confidential documents,
and students did not utilize these documents for WA1 internship purposes. Their role outside
of the scheduled school day, supporting WA1 internship placements, was ultimately described
4
See Table 12 for the listing of these 23 activities
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as being a liaison between student and business. In relationship to ITP employment activities
assigned to SWD, their purpose was to provide supports for WA1 internships, rather than to
4
prepare SWD with updated, annual, consistent, and participatory practice. The surveys
discovered that activities reflect areas which para educators believed are essential, yet time
spent on these activities was not enough, or nonexistent.
Businesses
As noted previously, businesses were not aware of ITP goals and activities. Examining
ITP activities, and analyzing responses from businesses shared where students needed
improvement to support future employment, keeping in mind pre-listed activities available. As
we know, interviewed SWD did not reveal recollection of ITP employment activities other
than participating in job fairs. While ITP activities, such as: (a) assist student to develop work-
related behaviors, (b) assist student to develop work awareness skills, and (c) assist student to
develop work related social skills, were weaknesses listed by businesses, these were the most
commonly designated activities chosen by case managers.
Businesses indicated that students should exhibit social skills such as communicating
with customers, and that individuals who were confident, could take initiative, and feel
comfortable asking questions if something was unclear. Businesses indicating these skills as
necessary came from the following industries: human services, sales, and retail. ITP activities
most applied to ITP’s addressed assistance in developing work related social skills, behaviors,
and work awareness. Activities assigned to seniors caused the researcher concerns, as the
particular choices were vague in addressing specific skill sets or job choice. As senior SWD
transition to the workforce, certain behaviors and knowledge should have been taught during
the earlier stages of one’s high school career.
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Summary
This qualitative study cannot be generalizable to other large, high performing school
districts because of the following details: 1) the population interviewed only represented
graduated students with a SLD, 2) 27% of graduated SWD were interviewed (N=17), 24%
answered the entire survey, 3) not all industry sectors of businesses were represented in the
data, as these industries did not complete survey: Agriculture, Food, & Natural Resources;
Architecture & Construction; Arts, A/V Technology & Communication; Finance; Government
& Public Administration; Health Science; Hospitality & Tourism; Information Technology;
Law, Public Safety & Security; Marketing, Sales, & Service; Science, Technology,
Engineering & Mathematics; Transportation, Distribution & Logistics (N=11), 4) 63% of case
managers participated (N=17), 5) 75% of para educators participated (N=7), 6) the study was
conducted in a short amount of time.
However, themes emerging from this study, aligned and solidified the study’s
findings: Ensuring that Student Participation is frequent and continuous in order to support
SWD in employment; by providing Staff with Knowledge on how to include SWD in general
education programs, and provide employment transition curriculum for SWD, and ultimately
create Communities of Practice for Stakeholders to collaborate with one another, where SWD
work with typically performing peers, and staff from various departments communicate to
provide adequate services to SWD while in high school for positive post secondary
experiences. These themes may also be best practices for other districts to follow.
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CHAPTER FIVE: DISCUSSION
The rationale for conducting this investigation included a school district with a large
number of graduated SWD, from four comprehensive high schools. It examined SWD
involvement in Workability employment internships for at least one school year between 2013
or 2014. This data was also connected to the employment section of ITPs. Limited research
has been done on how graduated SWD prospered with aspirations of employment post
secondary school, particularly with respect to how provided support was in the transition from
school to work. Case managers, para educators, student graduates, and businesses revealed
experiences related to employment during high school in the areas of: 1) fulfilling ITP
employment goals and activities, 2) exposure to transition curriculum and classes supporting
employment, 3) communication among stakeholders involved, and 4) insufficient time.
Because little was known about how students accessed different types of employment
supports during high school in this school district; student employment participation was vital
to research for preparing high school students for success after graduation, especially for SWD
(Holzer, 2012; Lave & Wenger, 1991; Ray, 2006; Schreurs & Chase, 2016; Sleezer et al., 2004;
Stinebrickner & Stinebrickner, 2003; Usher & Kober, 2012; Yoo & Morris, 2015).
Correlations with literature on communities of practice and situated learning theory contributed
to the data from stakeholder groups. Revealing pertinent themes regarding trainings, and SWD
employment opportunities in high school. All stakeholders reported positive feelings towards
student employment opportunities in high school, and encouraged its existence.
Respondents desired more frequently accessed employment opportunities. Nevertheless,
SWD disclosed a lack of knowledge regarding the employment section of their ITP, with 76%
of graduated SWD only recalling job fairs. Case managers lacked tools on how to pursue
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available ways to accomplish ITP activities such as: CTE classes, internships, and job training
materials. Businesses and para educators indicated that their work with SWD was in isolation.
For example, the student internship with the business was short term, and no follow up was done
after it ended, meaning the school and business did not discuss experiences. The findings from
this study undertook concerns of case managers, para educators, graduated SWD, and local
businesses regarding experiences of SWD in employment during high school, and were detailed
in Chapter Four. Themes that emerged portrayed the nature of a student’s connection to their
learning and ITP related to post graduation employment. Graduated students reported 71%
employment during the time of the interview. Family members played a role in the outcome of
student experiences. For example, graduated SWD and case managers both discussed the ways
in which parents approved or disapproved of certain ITP goals, and WA1 internships. Internship
location, transportation, and family demographics were reasons that detoured SWD from
choosing to participate in certain experiences.
Analysis
The results are summarized below.
1. Document reviews revealed that certain ITP employment activities were chosen a majority
of the time (e.g. assist student to develop work-related behaviors, assist student to develop
work awareness skills, and assist student to develop work related social skills). Many
activities were never chosen, and activities never chosen were closely aligned to active
participation, as described in situated learning theory. Protocols for choosing ITP
employment activities should be designated for each grade while in high school, and
middle school, if appropriate. Special education departments within school districts should
provide documentation to support case managers in establishing activities beneficial for
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each student at each grade level, aligned with school programs available. Special education
departments must provide this correspondence o case managers, as they have knowledge
regarding ITPs and employment programs within a district’s schools. Also, specific
transition curriculum must allow for activities and exercises, prior to and after, internships,
job shadowing, or participation. In order to document the support of every SWD each
year in high school, online capabilities must be utilized to record student work and other
pertinent documentation verifying their access of programs and participation of job
development. Items can be scanned to each student’s virtual IEP, to prevent lost items and
prove positive intent for SWD toward employment pursuits.
2. The interviewed SWD were employed in a full-time or part-time job at the time of
interviews, at 71%. Indicated that the majority of SWD, from the 63 ITPs reviewed,
desired employment trajectories, the country also yields the majority of SWD seeking
employment post secondary school. With this knowledge, school districts must support the
population and its special educators to provide continuous support in the area of
employment. ITP documentation must be readily available to the SWD, and their various
teachers. Programs within the district providing opportunities to learn job skills, should be
notorious among special education stakeholders. Differentiated instruction with the use of
modifications and accommodations must be utilized and accepted among general and
special educators in order to access vocational pathways that may be rigorous. More time
spent working and training students within settings that provide developing skills, is
essential to learn and be prepared for the working world. The family members of the SWD
also need to be educated on the ways in which they can support the student, and how the
ITP and other services positively impact opportunities for future employment success.
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3. The para educator group believed that their role as a job developer was important, because
students accomplished something meaningful and realistic in preparation for future
employment after graduation. Yet, their time spent with SWD did not allow for practicing
job specific skills, which was needed at a higher rate, as businesses reported needed
improvements of student skills. School districts, should designate positions within the
special education department for full time job developers. With hundreds of SWD enrolled
in every comprehensive high school, they need support to access internships, complete
paperwork, research available openings, and discuss work related material. Job developers
should be available throughout a student’s school day, without having to negotiate for time,
or neglect their duty as a para educator. Job developer positions can cover multiple
campuses, and work closely with businesses. With full time job developers solely focused
on providing students job opportunities, experiences in employment will increase and
communication with stakeholders will be consistent.
4. An emphasis from case managers for trainings related to ITP completion, employment
transition curriculum, information on available school district career-prep programs was
needed. Annual professional development workshops are necessary to inform educators on
materials, programs, and practices. Not only do case managers need updated information
on special education nuances, the general education staff needs to have the same
intelligence. School districts must incorporate consistent communication to all staff
regarding high school SWD, their need for access to job preparation classes or available
employment programs, and their right to modifications and accommodations of that
curriculum. This school district has monthly staff meetings on each school site, and all
district administration meet monthly under the direction of the superintendent, assistant
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superintendents, and directors of all departments. Districts must have these consistent
meeting times for collaboration and dissemination of information. Special education
topics, relevant to a district should be addressed during these meeting times. Guest
speakers, reports, filings, IEP legalities, and program access regarding SWD are matters
which should be discussed monthly as part of a school’s dialogue. Email communication
must be utilized for reiterating information to staff, as staff absences will occur, and
information may be new knowledge for some.
5. Case managers and para educators tapped into knowledge that CTE programs existed on
their campuses, but did not know how to support SWD in accessing them. Case managers
revealed 9% used TPP curriculum, while others referenced classes (e.g. careers class or
study skills) to allow work on employment activities occasionally. Expansion of materials
and transition curriculum must be practiced weekly within careers and study skills courses.
Along with transition curriculum for case managers, lesson plans for each year of high
school (e.g. freshman, sophomore, junior, senior) must be done. These classes would also
serve as time for SWD to meet with job developers, hear from businesses, job shadow, or
engage in ITP employment activities. Furthermore, vocational specific or CTE teachers
must be prepared to differentiate instruction and modify academic rigor to access
curriculum for SWD. Case managers can also provide support to parents, by established
communication. Negotiating, questioning, and learning about the students is to be guided
by an effort to educate: educators, students, and community.
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District Staff Supports and Knowledge
Case managers and para educators were surveyed and disclosed needs for information
on systems, materials, and ways to support SWD employment opportunities. Time was a
limiting factor on the part of these staff members. They also feel that it is important that staff
be trained on the ITP, as this legal document acknowledged employment activities executed
for each year of high school. In June 2016, case managers covering elementary to high school
levels were provided a professional development training spanning three afternoon sessions.
For case managers unable to attend the summer training, two more trainings during the 2016-
2017 school year will be offered. This group reviewed the two page ITP document in detail,
and was guided by district level special education administration. Participants engaged in a
discussion that allowed for questions, and answers surrounding ITP sections. This training
helped middle school level teachers to understand the need for SWD to understand their
individual strengths and weaknesses even before starting high school. The importance of
honesty with students and their families is important for the case managers. In order for ITPs
to truly guide and support individuals each school year, time and effort must be dedicated to a
student’s ITP. For example, an employment goal stating: Upon graduation I will become a
singer or rapper, is unrealistic if that student does not embody vocal skills or is involved in
any music classes, or activities, especially during one’s senior year. ITP data reviewed was
important, as recent litigation addressed the lack of appropriate transitions for SWD in
relationship to their ITP (Parents on Behalf of Student v. Los Angeles Unified School District,
Office of Administrative Hearings, 2013). To be proactive for the district of study, the
researcher included the nature of chosen ITP employment goals and activities from the
documents review process to be included in the research. Unfortunately, the ITP’s reviewed
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lacked substantial amounts of ITP employment activities that support participatory
experiences related to jobs and interests of these SWD. This is not to say that students were
not receiving legitimate ITPs, but rather the development of the ITPs for SWD needed to be
more precise, continuous, and active. Their learning opportunities (e.g. activities) should
replicate employment desires for after-high school, especially during senior year. There was
no indication of high schools who had higher SES accessing more employment opportunities
on their campuses in comparison to lower SES high schools.
Case manager data suggests that they need to be aware of all possible programs related
to available employment opportunities. The implementation of CTE standards were new to
this district, yet educators believed that students involved in CTE programs required academic
excellence, and as literature disclosed, entering certain programs were given priority to those
excelling academically (Lee et al., 2010; Schreurs & Chase, 2016). The district must provide
an annually updated list of school site specific CTE programs to middle and high school case
managers. A list of WAI business affiliations, and contacts for job developers, and TPP
curriculum must also be provided. This information must be updated and redistributed each
year to all middle school and high school case managers. Specifically, with TPP curriculum,
district administration must gather the materials and distribute it accordingly. Case managers
are responsible for completing the legal ITP document, and study participants such as para
educators.
WA1 job developers) and case managers (e.g. special education teachers), recognized
the importance of continued employment opportunities to support SWD. Both stakeholder
groups mentioned the use of school counselors, but lacked curriculum knowledge in the areas
of: the CCGI website, transition curriculum, or WA1 array of services (see Appendix I). The
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CCGI tools should be utilized by students, therefore case managers and students must
participate in a training at the beginning of the school year. A school counselor should
present and train SWD and case managers on how to navigate this site. All stakeholders
relied heavily on para educator placements for WA1 internships, while case managers lacked
knowledge of the WA1 services checklist, titled Array of Services distributed by the California
Department of Education (see Appendix I). Case managers must provide each SWD this
checklist. Students and case managers can document what services and activities they have
participated in. This list also shows options for job skill development, and can be utilized by
case managers within the study skills or seminar classes that case managers teach.
Finally, stakeholders (e.g. case managers, para educators, community businesses), and
other school staff (e.g. general education teachers, CTE teachers, CTE administrators, site
administrators) also, must become accustomed to receiving the same information surrounding
SWD. These educators must not work in isolation. Incorporating programs on an ITP must
include input from the educator(s) of the program. Therefore, case managers are not being
recommended to make decisions independently of school administration, families, or specific
general education program educators, but rather include these stakeholders in discussions, emails
and communication regarding individual SWD. Also, communication with appropriate people
will support the student and staff with the accommodations needed. Case managers need to
modify or accommodate within the general education setting. In order to provide resources for
high school student employment, connections to ITPs, and class-time opportunities for
employment skill building, special and general education teachers must work together. Special
education staff need to meet monthly and have time to discuss and report student and staff
needs; this practice is currently being done within the district, and must continue. Meetings
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should include an agenda, and at the high school level, a section for discussing WA1 internships,
and transition curriculum must be consistently listed. Monthly meetings for all school staff must
include a special education communique pertinent to that school’s culture and needs at that time.
The district administrator overseeing middle and high schools, are managerial and are aware of
current topics which may require clarification among educators. Communicating the same
message to all district level and school staff, should increase understanding about SWD, and the
legal obligation phenomenon.
Student Participation in Learning
The findings from student interviews coincided with the literature disclosing that the
majority of SWD pursued employment after high school (Newman et al., 2009). With this
information, it is imperative that SWD in high school access employment engagement on a
consistent basis. Practicing, experiencing, engaging, and acting in light of job skill preparation
is how learning takes place (Lave & Wenger, 1991). High school students should be utilizing all
four years with training, transitioning, and employment preparedness, per the ITP. During the
first and second years in high school, ITPs must gear goals and activities to support employment
behaviors, strengths, and weaknesses. Therefore, SWD must consistently take part in transition
curriculum during class time which is guided by the special education teacher, to understand
themselves and where they are going post high school. SWDs need to be trained on the CCGI
website as early as middle school, and can utilize this database throughout high school. This
website provides interest inventory tests to determine job fields of interest, and even maintain
class schedules and grades over the course of middle and high school years. Counselors or
trained case managers must utilize this online tool within the study skills classes, in order to
allow adequate time for students to work on job skill preparations. Furthermore, case managers
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should teach classes, designed to establish and practice ways that contribute to job skill
readiness by utilizing transition curriculum provided by special education administration, and
delineated by grade level, so that freshman year curriculum is differentiated from senior year
curriculum. This class design must also focus on knowledge of their own ITP each year of high
school, so that graduating is a reality, and post graduation experiences are positive. Accessing
the ITP, knowing what it looks like, and what has been recorded for one’s employment goal and
activities, will support the student’s understanding and efforts during high school.
Case managers revealed the need to provide students with appropriate materials such
as: transition curriculum, and WAI Array of Services checklists. Students will have time daily
to receive exposure to job skill preparation within classes taught by case managers. To
develop skills and provide trajectory activities aligned to their year in school (e.g. middle
school, senior in high school), SWD and case managers must be familiar with the WA1
checklist, and know their individual characteristics. The WA1 checklist must be uploaded to
the online portal, SEIS, each year to document ways in which the SWD participated in
employment skill building. To provide the extent to which students engaged in participation,
case managers should upload assignments also. Chapter Two lists programs supporting
employment, in this school district, and are described in Table 6. This diagram needs to be
distributed and discussed to case managers by administration each year. Case managers can
discuss programs with SWD groups during transition meetings, and in class in order to connect
strengths and weaknesses to programs or internships. CTE programs are included in Table 4,
as some academies may be appropriate for some SWD. For the purposes of IDEAs inclusion
practices, as described earlier in this study (Vaughn et al., 1995), this researcher incorporated
CTE program data, as interviewed graduates reported high school experiences were most
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supportive within the general education setting. Modifications and accommodations proved
helpful to SWD and to classroom teachers for controlled behaviors while they were included
within the general education class (Lee et al., 2010). Students must be aware of the possible
CTE programs on their campus, know of the WA1 business affiliations, and application
process to get an internship. All of these understandings should be studied during courses
taught by case managers, and therefore special education administration must provide plans
(e.g. curriculum) for high school case managers to follow, in order to support them with
addressing ITP employment goals and activities each year.
Findings point to case managers from middle school communicating with the high
school is paramount, as some academies prepare students in career fields all four years of high
school. To better prepare and design SWD high school years in accordance with the ITP, case
managers for eighth grade must hold transition meetings toward the end of a student’s school
year with their receiving high school case manager. This practice is recommended by the
district’s special education department, but ITP goals and activities, strengths and weaknesses
are hardly discussed during these transition meetings. Additionally, SWD should be in
attendance of these meetings in order for them to know their goals and discuss their interests
with school staff. Administration will need to provide a transitions checklist to high school
case managers. This checklist will allow case managers to address and determine what types
of participation students have or have not been exposed too in planning for high school
opportunities. This checklist must be uploaded to a student’s IEP on SEIS. Obviously
exposure to CCGI websites, and career experiences will vary per student, and the transition
checklist will allow case managers to plan course materials accordingly by meeting. By
reviewing each completed transition checklist for their SWD ensures their instructional plans
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are aligned to what students need. AYP reports look at ITPs for determined compliance, but
this researcher sought to reveal the extent to which activities were received. With CTE data
showing percentages of SWD in these programs between 2013 and 2015 under 5%, using
transition meeting materials for middle school SWD should increase communication and
hopefully increase matriculation of SWD into appropriate CTE academies. These academies
will further employment experiences outside of study skills classes, and WA1 internships.
Communities of Practice
Schreurs and Chase (2016) and Ray (2006) examined how businesses worked together
in communities by creating a space where collaboration among stakeholders took place.
These researchers believed that established communities of practice (COP) were beneficial,
and contributed greatly by informing newcomers and returning veterans, on practices in
growing and changing organizations. Due to the district’s stakeholders encountering a lack of
communication, SWD did not matriculate into CTE classes at a substantial rate. Practicing
skills with typically performing peers improves one’s abilities, and SWD need to access
general education environments to develop employable skills.
Staff of these available programs including: CCGI, CTE, WA1, TPP, worked in
isolation, and were not provided opportunities for collaboration. It is recommended that
provided knowledge to general education staff on SWD, legal compliance, and inclusion
supports be conveyed to increase professional development of all staff members. Finally, for
the purposes of communicating about available programs and materials, special education
administrators must meet school administration and staff regularly to communicate and
distribute materials to these schools. Meetings do occur at the administrative level (e.g.
assistant superintendent, director of special education, middle and high school principals), and
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appointed special education staff representing each high school meet bi- monthly under the
direction of the special education administration. Yet, while special education staff meetings
occur, communication is limited among the general education staff regarding SWD and legal
compliance. As each school site is under the direction of its principal, this researcher
recommends that as information is dispersed to the administrative teams, they provide
necessary details of their new knowledge to their staff as a whole in the form of an email, with
follow up communication during staff meetings.
The other group needing open communication with the school district was businesses.
In order to follow up on SWD internships, employers need to be able to share ways that
students improved or not. As a result, businesses, students, case managers, and para educators
had no way of building on strengths and weaknesses of SWD capacity. Phone calls and
surveys should be sent by special education administration per quarter for updates related to
WA1 internships. Questions for businesses during the start of the year should include: the
number of SWD being served, how many student interns are needed, what types of positions
are available, what skills students need. Towards the end of the school year questions should
address: strengths and weaknesses of interns, concerns, possible summer work, or full time
hiring for SWD who are graduating. The information gathered each quarter should be
provided to high school case managers and job developers to keep them informed. This
knowledge will also help case managers to understand how to better support SWD within the
classroom. Also, business feedback will determine if students should continue in an
internship.
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Discussion
This study described how SWD in high school experienced employment activities,
associated with the ITP. SWD were not able to recall ITP employment goals and activities
during their interview, and this initiated concerns regarding individualization, SWD
ownership of the ITP, and it not being utilized. In fact, business surveys revealed graduates
needed to improve certain skill areas, prior to starting the job. Overall, all stakeholders
believed more time was needed for SWD improving job skills. Aspects of special education
was a phenomenon to some educators, as professional development trainings were not
provided regularly to all staff. This created isolation among the groups of educators (e.g.
stakeholders for this study, versus general education counterparts, SWD family members). In
an effort for increased inclusion, school district staff needed information on vocational
program availability. Participants in this study presented several needs of their own, and this
was important, because SWD and their families rely on the school district, and IEPs for
assisting them.
Recommendations for Practice
This study identified programs that were utilized as job training and employment skill
building within the district of study. Lave and Wenger (1991) discussed the ways in which
people learn by participation, and stakeholders concurred with this theory, provided that more
opportunities for SWD contributed to successful experiences during and after high school.
Based on information from document reviews, surveys, and interviews, the following
suggestions are recommended by this researcher:
• Creating annual professional development trainings for case managers to provide
information on: ITP compliance, transition curriculum (e.g. websites, curriculum
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plans, TPP materials), and documentation of student ownership of employment goals
and activities (e.g. transition checklist, WA1 checklist, SEIS uploading, CCGI).
• Providing lesson plans for transition curriculum delineated by year in high school,
will provide consistent practice related to employment goals and activities from
ITPs, increasing student-to-case manager interactions surrounding job skill training.
Distribution of updated vocational opportunity lists from special education
administration, encompassing general education and special education
environments. Ultimately increasing time for skill development in union with ITP
goals and activities.
• Communication by phone and emailed surveys to businesses establishing
connections with employers for addressing strengths and weaknesses of student
work, and future needs for internships.
• Staff meetings for school sites should incorporate modifications and accommodations
for SWD, inclusion practices, and opportunities to communicate with various
departments of school staff to collaborate on concerns, legalities, and needs specific to
each site. Meetings should embody all staff and adhere to a predetermined agenda.
Each meeting should consistently disseminate an important topic regarding special
education.
Future Investigations
After completing this study, additional questions were raised. Therefore, this
researcher hopes that future investigations will occur:
• Increasing ways in which SWD, with a SLD, can access CTE programs more commonly.
It was not possible to measure this as CTE teachers nor administrators were studied.
128
• Additional studies comparing post graduation rates of SWD who participated in
CTE programs versus WA1 internships, or participation in both.
• In-depth case studies correlating all four years of an ITP, course schedules, WA1
internships, or CTE opportunities. This will show evidence of continuous learning
and practiced skills, building membership within one’s community.
Methodological Dilemmas
Throughout this study, beginning before the data collection and analysis and during the
researcher’s conversations with colleagues, every effort was made to adhere to guidelines and
restrictions of the University of Southern California’s Institutional Review Board. This
researcher triangulated collected data, worked with participants prior to emailing surveys, as
well as providing detailed descriptions of evidence collected. Nevertheless, even with these
precautions, some methodological dilemmas arose:
Persistent Engagement and Follow-Up
Contacting businesses to acquire email addresses for survey participation, required
much time and persistence. Not all businesses were open to providing contact information.
In some cases, organizations requested that the researcher “call back a different day.” Also,
the researcher was given corporate contact numbers for businesses that were unionized, or
businesses requested emails be directed to corporate entities. Due to the limited amount of
time, some businesses were excluded from participating because they did not reply to the
persistent efforts of the researcher. Although, businesses that participated covered several
industry sectors and, furthermore, reopened the lines of communication between district and
business.
129
The Role of the Researcher
Collecting this data presents this researcher, an employee of the district of study, the
ability to apply recommendations included in this paper. With the support of the district’s
special education director, the administrative team from the special education department can
utilize these contributions. Establishing best practices among stakeholders, will ultimately
increase positive outcomes for SWD graduates in this district, and hopefully other school
districts as well. Focusing on ITP employment goals and activities for SWD was united with
the district’s goal surrounding increased efforts for CTE academies. Increased SWD
participation in CTE academies can provide substantial associations for an inclusive
community. Providing materials and trainings to special education staff supports SWD
learning and documentation for the school district.
Conclusion
Research indicates that students learn through occurrences related to practice,
experience, engagement, action, belonging, and identifying within one’s community and society
(Lave & Wenger, 1991). The ITP serves as the legal component protecting SWD right to
instruction for transitioning post secondary school. The purpose of this study was to examine
employment transition experiences of high school SWD. The extent to which stakeholders (e.g.
students, staff, community) were supported and provided employment opportunities was
explored. Data insisted case managers did not have enough time or resources, and therefore,
students were unprepared. Developed ways to create supportive, positive environments and
expanding inclusive attempts for learning were revealed. Professional development trainings for
case managers surrounding ITP achievement and employment transition curriculum is described.
Communities of practice for SWD, must involve students around typically performing peers.
130
Legally, one must exercise employment activities per the ITP, all four years of high school.
Communication among groups of educators must be consistent and informative according to
school and special education phenomenon, increasing educator understanding.
With all of this information presented, this researcher hoped to create a bridge between
general and special education employees, case manager knowledge, and business affiliation
communication. Independent young adults, not pursuing post secondary education, must be
employable to obtain membership and ownership of their lives. School districts are the vessel
in which learning takes place. Therefore, high schools and their staff must be prepared to
provide appropriate environments and opportunities. Due to the case manager spending the
most time with SWD, it was most important that extensive recommendations were provided in
order to disseminate information to families, students, peers, and community members
involved in supporting the success of these students.
131
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Appendix A
Key Terms
• Academies: Three-to four-year course enrollment within a career related industry.
Core academic classes such as math and language arts assignments are directly related
to the career of enrollment (California Department of Education, 2015).
• Annual Progress Report (APR): California’s accountability system that annual reports on
school district’s performance in the areas of equity and improvement.
• Career and Technical Education (CTE): Career and technical standards to benefit
vocational and career related classes. Also referenced as a framework for the nation’s
public schools for grades seven through twelve (California Career Technical Education
Model Curriculum Standards, 2013).
• Case Managers: Special education teachers who carry a caseload of students with
disabilities (SWD), ranging from 10 to 28 students per year. Case managers are
classified as mild to moderate, or moderate to severe teachers. Case managers assist
students as early as pre-school age, to adult age, with students aging out at 22 years old.
• Common Core State Standards Initiative (CCSS): The Common Core State Standards
Initiative is an educational initiative for K–12 students in English language arts and
mathematics establishing consistent educational standards across the United States. The
initiative is sponsored by the National Governors Association (NGA) and the Council of
Chief State School Officers (CCSSO). The initiative is to focus on students graduating
from high school prepared to enter two-or four-year college programs or the workforce
(Wikipedia, 2016a).
139
• Comprehensive High School: An American phenomenon, serving grades nine through
twelve. Students on campus encompass an array of skills and backgrounds; these high
schools include all students (National Center for Education Statistics, 2008; Grubb &
Lazerson, 2005).
• Co-Teaching: The teaching between two teachers, typically one general education
teacher-knowledgeable in the subject area, and a special education teacher
knowledgeable on differentiating instruction and using techniques and scaffolding to
address individualized learning styles (Vaughn et al., 1995).
• Department of Rehabilitation: An employment and independent living resource for
people with disabilities, specific to California (California Department of Rehabilitation,
2014; A. Tenneriello, personal communication, June 22, 2015)
• Free and Appropriate Public Education (FAPE): All IEP’s must provide one educational
offer for the student’s school year. IEP teams discuss the continuum of special education
placements, services, and settings during meetings to determine which placement is most
appropriate for the student. Once the school site, and program have been determined by
the team, it is written and recorded within the IEP delineating special education minutes
needed, educational setting (general or special education), and any additional services a
student may need. All of these supports make up the Offer of a Free and Appropriate
Education.
• High-Incidence Disability: This disability category defines the majority of school campus
special education populations. Disabilities may include speech and language impairments,
attention deficit hyperactivity disorders (ADHD), emotional and behavioral problems, and
mild mental retardation (Vaughn et al., 1995).
140
• Inclusion: Special education students learning and participating within the general
education setting; students may be co-taught, pulled out for additional support, or in
general education classes for any number of classes on their schedule (Vaughn et al.,
1995).
• Individual Education Plan (IEP): A legal document updated annually by a team of
members including: special education teachers, general education teachers, school
administration, student, parents or guardians, and other service providers. Students who
have an IEP have been assessed and reported to have a disability(s) (Dhuey & Lipscomb,
2013).
• Individual Transition Plan (ITP): Starting as early as 14 years of age, or by age 16,
students discuss future plans for college or career with teachers and appropriate staff to
prepare for after graduation from high school. The ITP includes goals, services and
personal statements from student indicating strengths and desires (A. Tenneriello,
personal communication, June 22, 2015; U.S. Department of Education, 2010).
• Individuals with Disabilities Act (IDEA): A law ensuring services to children with
disabilities. It governs how states and public agencies provide early intervention, special
education, and related services to infants, toddlers, children and youth with disabilities
(Individuals with Disabilities Education Act of 2004).
• Inland Regional Center (IRC): Serves more than 30,000 individuals with developmental
disabilities in two southern California counties; is the largest of the regional centers in the
State of California. IRC is a nonprofit, private community-based agency helping
individuals obtain services and support, while fostering independence, inclusion and
141
empowerment (Inland Regional Center, 2016; A. Tenneriello, personal communication,
June 22, 2015).
• Least Restrictive Environment (LRE): The least restrictive environment is an educational
setting where students with disabilities can learn with appropriate services, within the
general education classroom with consultation from specialists (i.e. special education
teachers or para educators). There are six levels of instructional/educational settings. The
least restrictive educational setting is best described as where an individual learns best
(Vaughn et al., 1995).
• Local Control Accountability Plan (LCAP): This plan incorporates the input of parents,
educators, employees, and the community. The plans describe the school district’s
overall vision for students, annual goals and specific actions the district will take to
achieve them. The LCAPs focus is on eight areas identified in the plan along with how
the district’s budget will help achieve the goals to assess the plan each year and improve
outcomes.
• Local Control Funding Formula (LCFF): A new funding formula for California school
districts approved by the California Department of Education (2013) and Governor Jerry
Brown in 2013. This formula provides school districts much more leniency in
establishing what areas need improvement and where to disperse of funds, based on
specific district needs. The formula is utilized by districts to determine and justify its
goals, expenses, plans, and outcomes to be approved by the state.
• Low-Incidence Disability: A small percentage of students make up the more severe special
education population. Disabilities may include spina bifida, blindness, deafness, multiple
disabilities, autism, significant development delay, serious physical impairment, complex
142
health issues, and profound disabilities. This population is costly for school districts, as
some students have multiple services and supports for daily function (Vaughn et al., 1995).
• No Child Left Behind Act (NCLB): Act of 2001 where Congress reauthorized the
Elementary and Secondary Education Act (ESEA), which included Title I, the
government's flagship aid program for disadvantaged students (U.S. Department of
Education, 2002).
• Office of Special Education Programs (OSEP): The Office of Special Education
Programs (OSEP) is a unit within the U.S Department of Education. Its purpose is to
strengthen and coordinate activities on behalf of students with disabilities. All activities
flow through the Individuals with Disabilities Education Act (IDEA). Currently their
goal is to protect and improve results for infants, toddlers, children, and youth with
disabilities through 21. The office provides leadership and financial support to assist
states and local districts (Wikipedia, 2016b)
• Office of Special Education and Rehabilitative Services (OSERS): OSERS provides a wide
array of supports to parents and individuals, school districts, and states in three main
areas—Special Education, Vocational Rehabilitation, and Research (U.S. Department of
Education, 2016).
• Para Educators: Special education classified support staff (referred to as an aid) used to
assist students within the educational environment. In mild to moderate classrooms where
students are within a general education classroom setting, there is one aid. Within the
separate educational setting where there are only special education students, and a special
education teacher, there may be two aids, if class sizes are large.
143
• Pathways: Courses for students to take during their junior and senior years of high school
to experience vocational exposure. Academic courses are not matched with the vocational
course. Four years of attendance is not required (California Department of Education,
n.d.).
• Regional Occupational Program (ROP): The Boardwalk County ROP is an accredited
career/technical-training program. The program serves high school students at age 16 or
older and adults in 85 career areas and more than 2,000 local businesses, hospitals,
offices, restaurants, day-care centers, and other places of employment (Boardwalk County
Office of Education, 2016a; T. Lake, personal communication, June 19, 2015).
• Specific Learning Disability (SLD): Specific learning disabilities including processing
deficits in the areas of auditory, kinesthetic, and visual. Some studies show dyslexia to
be considered a disability under this category.
• Students with Disabilities (SWDs): Students with disabilities range from mild disabilities
including: specific learning disabilities such as, auditory, kinesthetic, and visual. Other
mild disabilities include speech and language, other health impairments (OHI), and autism,
and in some cases emotional disturbance. Moderate to severe disabilities can include some
forms of emotional disturbance, intellectual disabilities, autism, deaf and blindness, hard of
hearing, traumatic brain injury, and multiple disabilities.
• Transition Partnership Program (TPP): The Transition Partnership Program builds
partnerships between local education agencies and the DOR to successfully transition high
school students with disabilities into meaningful employment and/or post-secondary
education. This program works with students in their last year of high school, and may
144
provide services after graduation depending on individual needs (A. Tenneriello, personal
communication, June 22, 2015).
• Vocational Education (VE): Prepares people for a specific trade. It directly develops
expertise in techniques related to technology, skill, and scientific technique to span all
aspects of the trade. Vocational education is found in middle and high schools, as well as
post-secondary institutions (National Center for Education Statistics, n.d.).
• Vocational Pathways: A collaborative group of school district staff, community leaders,
and business owners who meet to discuss plans and ways to provide vocational
opportunities to students in several school districts (D. Keuilian, personal
communication, May 11, 2015).
• Workability 1 (WA1): A school-to-work program providing work experience and job
training to benefit students, employers, and the community at large. Special education
students (ages 18-22) obtain skills, career awareness, and career exploration during
school hours. The program is also for secondary students with IEP’s, who wish to
experience paid employment during high school, after the school day with independent
capabilities (California Department of Education, 2016; C. Viveros, personal
communication, June 15, 2015).
145
Appendix B
District Workability Business Affiliation Industries
Agriculture, Food, & Natural Resources
Architecture & Construction
Arts, A/V Technology &
Communication Business,
Management & Administration
Education & Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology Law
Public Safety & Security
Manufacturing
Marketing, Sales, & Service
Science, Technology, Engineering & Mathematics
Transportation, Distribution & Logistics
146
Appendix C
Open-Ended Survey Items for Case-Managers
1. When working with junior/senior level students on the employment section of the
ITP, how do you go about picking an appropriate IEP goal that matches the
student’s employment goal.
a. How do you go about selecting activities (from the list of 23 – list/attach) that
support achievement of the IEP goal?
b. How often do you think you select the option of other?
i. What might some of those “other” activities?
2. To what extent do you think the employment activities (the 23 outlined in
the employment section of the ITP – list or attach) prepare students with
SLDs for employment?
3. What factors do you think might influence an employer’s decision to keep a
student employed beyond the internship window?
4. In your opinion, how might our district better prepare the students with SLDs
for employment?
Thank you so much for sharing your thoughts today! Your time and willingness to truthfully
share your expertise and experience is appreciated. If there is a need for a follow-up question,
are you able to be contacted by email? Again, thank you for participating in the study.
147
Appendix D
Open-Ended Survey Items for Para-Educators
1. To what extent do you think the employment activities (the 23 outlined in
the employment section of the ITP – list or attach) prepare students with
SLDs for employment?
2. What factors do you think might influence an employer’s decision to keep a
student employed beyond the internship window?
3. In your opinion, how might our district better prepare the students with SLDs
for employment?
a. What might be some of the H.S. activities or experiences that you would
recommend as beneficial in preparing these students for employment?
Thank you so much for sharing your thoughts today! Your time and willingness to truthfully
share your expertise and experience is appreciated. If there is a need for a follow-up question,
are you able to be contacted by email? Again, thank you for participating in the study.
148
Appendix E
Open-Ended Survey Items for Employers
When answering these survey questions, please answer based on your experience working with
the students from the Workability Program in x School District.
1. To what extent do you think the students/young adults from the Workability Program
in the District are adequately prepared for their position/employment with your
business?
a. What might be some of the things these students/young adults typically do well?
b. What might be some of the things these students/young adults typically could do
2. What factors might influence your decision to keep a student/young adult
employed beyond the internship window?
3. In your opinion, how might X district better prepare the students/young adults that are
sent your way for employment?
Thank you so much for sharing your thoughts today! Your time and willingness to truthfully
share your expertise and experience is appreciated. If there is a need for a follow-up question,
are you able to be contacted by email? Again, thank you for participating in the study.
better?
149
Appendix F
Individual Transition Plan
150
151
Appendix G
Interview Protocol for Students
This will take place in the context of the Workability Follow-up Survey, where contact
information, support agencies, living situation, education, and employment are annually
updated.
1. Please tell me a little bit about how is it going at your current job placement.
2. To what extent do you think the employment activities from you H.S. ITP prepared
you for employment? (jog their memory by connecting to the ITP, e.g. the job fair
that you attended, the job tour, the report, etc.)
3. In your opinion, what H.S. activities or experiences would have better prepared you
for employment?
Thank you so much for sharing your thoughts today! Your time and willingness to truthfully
share your expertise and experience is appreciated. If there is a need for a follow-up question,
are you able to be contacted by email? Again, thank you for participating in the study.
152
Appendix H
Document Review Protocol
In interviewing graduated students with disabilities (SWDs) diagnosed with a SLD,
documentation was identified from the employment goal and activities in the individual
transition plan (ITP). The documents were reviewed and coded prior to graduated SWDs
interviews.
The following criteria is applied for ITP document selection:
• 63 ITPs of graduated SWDs with a SLD
• 12th grade ITPs
• ITPs represented student graduates from all four comprehensive high schools
• ITPs represented graduated SWDs between 2013-2014
A set of elements was identified for each document: student employment goal, employment
activities assigned. These elements were located on the first page of the ITP. Previously
reviewing ITP documents allows for individualized probing during the interview of
participants.
The review and coding of the documents was carried out under the supervision of the
researcher, who conducted the review and coded themes according to Merriam (2009). The
information collected from document reviews will be analytically coded, as meaning and
interpretation of the data becomes apparent from reoccurring words (Merriam, 2009). In order
to describe initial categories more explicitly, axial coding is applied to the data. The themes
that are reoccurring through the document review is made up of related words, phrases, and
ideas that are similar.
153
Appendix I
WA1 Array of Services for High School
154
15 5
15 6
157
For additional resources / http://dissertationedd.usc.edu/
DSC contact information – rsoedsc@rossier.usc.edu or
(213)740/8099

Abstract (if available)

Abstract Because of the required individual education plan (IEP) for special education students enrolled in public schools today, the interest regarding how effectively high school students with disabilities (SWD) are supported, specifically with work experience has been emphasized through the individual transition plan (ITP), a part of the IEP required for high school students. While we have witnessed an increase of inclusion of SWDs in general education environments, we have not successfully identified specific strategies for work–related transition goals and activities on ITPs. The legal obligation to establish appropriate work- related transition goals for students is imperative, as the majority of SWDs access employment after high school graduation. Because of this, the research questions used to guide this study revealed employment goals and activities on ITPs, and the extent to which they prepare students for employment. This research will foster information so that effective strategies may be established for school districts to implement. By triangulating data from interviews, surveys, and document reviews-the findings of this study will disclose ways in which SWD are prepared and supported for post secondary employment. Collectively, the study's participants revealed (1) how are employment goals and activities assigned in ITPs, (2) the extent to which employment activities in ITPs adequately prepare students for employment, and (3) the extent to which students are prepared for employment. However, graduate student interviews and results from surveys may reveal significant discrepancies between implemented ITP goals and activities, and the extent to which students and employers benefit from them.

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Asset Metadata

Creator Gervin, Ashley M. (author)

Core Title Exploring how individual transition plans in a school district support special education student employment

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/28/2017

Defense Date 11/18/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag High School,individual education plan,individual transition plan,internships,OAI-PMH Harvest,Special Education,student employment,transitions

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Pensavalle, Margo (committee chair), Gallagher, Raymond J. (committee member), Maccalla, Nicole (committee member)

Creator Email ashley.gervin@desertsands.us,gervin@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-343109

Unique identifier UC11258032

Identifier etd-GervinAshl-5102.pdf (filename),usctheses-c40-343109 (legacy record id)

Legacy Identifier etd-GervinAshl-5102.pdf

Dmrecord 343109

Document Type Dissertation

Rights Gervin, Ashley M.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA