Teacher Perspectives on the Readiness of Students with Disabilities for Postsecondary Educational Programs

Principal Investigator:
Jason Kaulfers

Faculty Advisor:
James McLaughlin

Abstract:
This thesis explores the perspectives of teachers regarding the preparedness of students with disabilities for post-secondary education. With the increasing emphasis on inclusive education, understanding the perceptions and experiences of education is crucial for enhancing the transition process for students with disabilites. Utilizing a qualitiative research design, this study investigates the challenges, facilitators, and recommendations proviced by teachers through in-depth interviews. Findings could reveal nuanced insights into the educational support systems, accommodations, and instructional strategies deemed essential for fostering the successful transition of students with disabilites to post secondary settings. The study also hopes to shed light on the role of teacher support and collaboration among people invested in the students’ diverse needs and their future. Implications of the findings could show changes needed with promoting students because they are not adequately prepared for post-secondary education. By amplifying the voices of educators, this study contributes valuable insights to enhance the educational experiences and opportunities for students with disabilities in a post-secondary setting.