Graduation Year

2018

Date of Submission

12-2017

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Psychology

Reader 1

Tomoe Kanaya

Terms of Use & License Information

Terms of Use for work posted in Scholarship@Claremont.

Rights Information

© 2017 Bailey S. Albright

OCLC Record Number

1088412729

Abstract

The purpose of this paper was to explore existing literature regarding levels of meaningful parent and student involvement in transition planning, and to examine the underlying factors that explain some of that variation. Evidence found in previous studies suggested a number of different explanations, so this paper also examines the implications surrounding those explanations. The role played by educators as facilitators of collaboration is also examined, and several findings suggest the need for increased training methods to better prepare educators for their role in transition planning. Additionally, this paper looks at future areas of research that aim to better understand differences in disability characteristics, which will aid future studies and best practices that are implemented to promote certain traits like self-determination within students. The paper also examines the value in pursuing certain future research opportunities. It concludes with an overall analysis of the current state of transition planning, as well as the most needed areas for improvement.

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