Defense Date

6-24-2020

Graduation Date

Summer 8-8-2020

Availability

Immediate Access

Submission Type

dissertation

Degree Name

PhD

Department

Counseling, Psychology, & Special Education

School

School of Education

Committee Chair

Ara J. Schmitt

Committee Member

Laura M. Crothers

Committee Member

James B. Schreiber

Keywords

Transition Planning, Special Education, Psychology, Person-Environment-Occupation Model

Abstract

In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this study found that after being presented with a brief PEO video training, educators were able to consider more environmental variables that may have been contributing to a student’s employment failure than had been initially considered. This study also examined the impact that disability type had on teacher’s perceptions of P, E, and O variables. This study adds to the transition planning and problem-solving literature base and has unique implications for the fields of psychology and education.

Language

English

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