Date of Graduation

8-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Degree Level

Graduate

Department

Curriculum and Instruction

Advisor/Mentor

Kucharczyk, Suzanne

Committee Member

Smith, Thomas E. C.

Second Committee Member

Deardorff, Malarie

Keywords

Charter school; Online learning; Special education; Teacher education; Transition; Virtual school

Abstract

This dissertation research is an exploratory multiple-case study of special education transition program structures in three virtual public charter schools in a southern state in the United States. Virtual public charter schools are extensions of public school systems or districts that are required to comply with state and federal-mandated special education transition services to ensure students with disabilities receive a Free Appropriate Public Education (FAPE) under the Individuals with Disabilities Education Act (IDEA, 2004). This study aims to explore transition Program Structures within the Taxonomy for Transition Programming 2.0 (Kohler et al., 2016) at the systemic level based on the perspectives of direct and indirect service providers in virtual public charter schools. This includes implementation and barriers related to transition Program Characteristics, Program Evaluation, Strategic Planning, Policies and Procedures, Resource Development and Allocation, and School Climate in virtual public charter schools. This research found that the secondary virtual public charter schools in this study 1) have limited Policies or Procedures in place for implementing special education transition programming, 2) feel unprepared to implement special education transition programming, 3) primarily struggle with internal barriers related to Resource Development and Allocation for special education transition programming, and 4) have the most developed in the transition Program Structures in place where there is integration of career and transition-based activities that are inclusive to all students, irrespective of disabilities. Recommendations for future research, policy, and practice for special education transition Program Structures in virtual schools or online learning environments are also discussed.

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