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Access Type
WSU Access
Date of Award
January 2021
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Special Education
First Advisor
Susan Gabel
Abstract
Too many students with disabilities leave secondary school without being connected to an agency. This is especially true for those students with more severe disabilities that require a modified curriculum. Students with disabilities learning in a modified curriculum often need more support during school and usually will need the same or more support upon graduation from secondary school. Most of these supports can be provided by an external agency. The purpose of this study was to determine why students in modified curricula within DISD are not connected to external agencies through an inquiry on what VCTs say their roles, responsibilities, and challenges of connecting students in modified curricula with external agencies are. This qualitative study used interpretivism as a research methodology. When researching individuals’ perspectives, interpretivism is the best methodology to give a holistic view of an event from the perspective of people experiencing the event. Interpretivism also allows the researcher to consider subjectively what participants report during the study.
Recommended Citation
Shannon-Harmon, Joslyn, "Vocational Compliance Teachers In The Dallas Independent School District’s Comprehensive High Schools Perspectives On Their Roles, Responsibilities, And Challenges In Connecting Students In Modified Curricula To External Agencies That Support Post-School Success" (2021). Wayne State University Dissertations. 3555.
https://digitalcommons.wayne.edu/oa_dissertations/3555