Felicia Burton | Walden University (original) (raw)

Address: Long Beach, California, United States

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Papers by Felicia Burton

Research paper thumbnail of Examining Self-Determination Skills Training for Students with Disabilities to Improve Postsecondary Outcomes

Individuals with mild disabilities are graduating high school and struggling to succeed in higher... more Individuals with mild disabilities are graduating high school and struggling to succeed in higher education and the workplace. An examination of how educators prepare students to develop the necessary skills for successful postsecondary outcomes was warranted in a western state to improve the success rate for individuals with mild disabilities. The framework for this project study was Wehmeyer and Schwartz' theoretical framework for promoting enhanced self-determination as a means of achieving positive postsecondary outcomes. The research question guiding the study focused on how educators in a school district helped students with mild disabilities develop self-determination skills. The research design was a qualitative case study. Twelve high school teachers, a transition specialist, and a job developer were invited to participate in this study, utilizing semistructured interviews as one avenue to collect data for this study. Interview data were recorded, transcribed, coded and analyzed to develop common themes.

Research paper thumbnail of Examining Self-Determination Skills Training for Students with Disabilities to Improve Postsecondary Outcomes

Individuals with mild disabilities are graduating high school and struggling to succeed in higher... more Individuals with mild disabilities are graduating high school and struggling to succeed in higher education and the workplace. An examination of how educators prepare students to develop the necessary skills for successful postsecondary outcomes was warranted in a western state to improve the success rate for individuals with mild disabilities. The framework for this project study was Wehmeyer and Schwartz' theoretical framework for promoting enhanced self-determination as a means of achieving positive postsecondary outcomes. The research question guiding the study focused on how educators in a school district helped students with mild disabilities develop self-determination skills. The research design was a qualitative case study. Twelve high school teachers, a transition specialist, and a job developer were invited to participate in this study, utilizing semistructured interviews as one avenue to collect data for this study. Interview data were recorded, transcribed, coded and analyzed to develop common themes.

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