A secondary transition program in a public school setting for students with severe disabilities: putting the program into evaluable format and evaluating the program’s use of best practices

The post-school outcomes for students with severe disabilities have been poor compared to individuals with less severe disabilities or those without disabilities. These young adults also require more supports and assistance during the stage of transition from school to work. Improved secondary transition programming is a way in which student outcomes can be enhanced. The present study set out to provide constructive and relevant information to administrators and educators involved in a Life Skills program in New Jersey. The Life Skills program is a secondary transition, public school- based program, for students with severe disabilities aged 18 to 21. The first research task was the creation of a Program Design document. This document put the program into an evaluable format using Maher’s model of Program Planning and Evaluation (2012). The second research task was to answer the following program evaluation question: To what extent is the Life Skills Program implementing best practices? Data were collected through classroom observations, interviews with staff members involved in the program, and a review of program related documents. The Program Design Document and Best Practice findings provide information on strengths and recommendations to the educators and administrators involved in the Life Skills program, enabling sound decisions to be made about the program and contributing to program development and improvement. The current study also has implications for educators, administrators, and other professionals in the field who work with this target population.Psy.D.Includes bibliographical referencesby Alyssa Augustynia