Date of Award

6-29-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education Sciences

College

College of Education and Social Sciences

First Advisor

Sheena Kauppila

Second Advisor

Cheryl Morgan

Third Advisor

Nicole Uphold

Abstract

Transition-focused instruction is a critical component of special education services intended to prepare students with disabilities for postsecondary education, employment, and independent living. Although federal legislation such as the Individuals with Disabilities Education Act (IDEA) requires transition planning beginning in secondary school, prior research indicates that many special education teachers feel inadequately prepared to implement transition-focused instruction effectively. Existing literature has largely examined transition outcomes for students and programmatic compliance, while less attention has been given to teachers’ lived experiences implementing transition services within school contexts. The purpose of this qualitative narrative inquiry study was to explore how high school special education teachers make sense of and navigate their experiences preparing for and delivering transition-focused instruction for students with disabilities. Guided by Schlossberg’s transition theory and Kohler’s taxonomy for transition programming, the study addressed two research questions: (a) How do special education teachers make sense of and navigate their experiences preparing for and delivering transition-focused instruction? and (b) How do teachers describe the supports and strategies that help them adapt to the challenges associated with implementing transition services?

Data were collected through in-depth, semi-structured interviews with four high school special education teachers who were responsible for transition planning and instruction for students with disabilities. Narrative inquiry methodology was used to examine teachers’ experiences, and inductive thematic analysis was conducted across participant narratives to identify patterns and shared meanings.

Five themes emerged from the analysis: (1) preparation programs emphasized legal compliance rather than practical transition instruction, (2) classroom experience became the primary source of professional learning, (3) community partnerships served as essential supports for transition implementation, (4) family involvement significantly influenced transition outcomes, and (5) systemic barriers within transition services left some students underserved.

Findings suggest that teachers develop transition-focused practices primarily through experiential learning and relational supports rather than formal preparation. Implications for practice include strengthening transition-focused coursework within teacher preparation programs, expanding partnerships between schools and community agencies, and addressing systemic barriers that limit access to transition services. Future research should further examine how teacher preparation and policy structures can better support transition-focused instruction in secondary special education settings.

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