The status of transition services for secondary students with disabilities in Virginia and factors affecting service delivery
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This study revealed that special education administrators were designated as persons with primary responsibility for transition coordination, but that only a small portion of their time was allocated for this duty. In contrast, when teachers were given this responsibility a major amount of their time was designated for coordination. Oftentimes, it is difficult to convince administrators that staff time for coordination is essential to quality programming. Unfortunately, the number of teachers designated as coordinators in this study was so small that such data cannot be meaningfully derived. Investigation of this concept could contribute to best practice information for the field.
- Doctoral Dissertations 
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Personality patterns and vocational interests of learning disabled and nonlearning disabled high school students Ivy, Robert J. (Virginia Tech, 1991-09-14)
There is a lack of research based data in the field of learning disabilities, especially at the secondary level. The purpose of this study was to evaluate personality configuration patterns and vocational interests ...
Hudson, Robyn Lynn (Virginia Tech, 2013-11-13)Previous studies on postsecondary graduation rates indicated that college students with disabilities have lower graduation rates than students without disabilities. As many college students do not disclose their disability ...
The Americans With Disabilities Act and Title I 'Why The ADA Has Not Increased Employment for Persons with Disabilities Briggs, Kevin (Virginia Tech, 2006-06-20)The Americans with Disabilities Act (ADA) has been hailed as a landmark piece of civil rights legislation and a boon to people with disabilities in the United States. Title I of the ADA specifically addresses employment ...