Examining school administrators’ perceived involvement in special education transition services related to promoting post-school success.

Abstract

This qualitative study examines secondary school administrators’ perceptions of their roles in special education post-school transition programs and practices as explored through narrative inquiry interviews. Three research questions guided the study: (1) What do Alabama secondary school administrators perceive as barriers to having well-trained and knowledgeable special education teachers who provide evidence-based transition services? (2) What do Alabama secondary school administrators perceive as facilitators of having well-trained and knowledgeable special education teachers who provide evidence-based transition services? and (3) How do Alabama secondary school administrators describe their role in promoting post-school success? Findings focus on principal and assistant principal involvement, perceptions, knowledge and expertise, and collaborative practices. The study concludes with implications for school administrators and advocates for ongoing collaboration and professional development regarding special education and transition services.