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You searched for +publisher:"University of Texas – Austin" +contributor:("Patton, James R."). Showing records 1 – 2 of 2 total matches.

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University of Texas – Austin

1. -9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.

Degree: Special Education, 2018, University of Texas – Austin

While there is a significant amount of research centered around minority youth and their barriers toward transition back into a traditional school setting, the research paints very broad pictures of the youth who find themselves in these unique circumstances. There is a lack in research that deals with specific subpopulations of the groups targeted by the existing research. While one article may center around minority youth, much of the research would be conducted with males rather than females. While this research is insightful, it does not produce a complete picture. The research presented herein was conducted at a residential treatment facility over the course of six months, and focused on a sample of six Hispanic girls, ages 13-14, who have been identified as needing special education services. This study is meant to be seen through the lens of self-determination theory, which provides insight into the perspective and viewpoint of each participant. When searching for the causes of student and school failure, deficit thinking can be present within the view of those involved. Therefore, the effects of deficit thinking is taken into consideration within this study. The data was collected via interviews and surveys in which each girl participated, and an analysis of the documents and records located in each girl’s educational file. Since the nature of qualitative research calls for the emergence of themes that arise under each research question, the results of the research are presented through the prevailing themes of each of the research questions. This study found, the girls are aware of the challenges that can arise from returning to a traditional school setting, yet recognize what they and teachers can do to ameliorate potentially negative situations. Likewise, the research found that teacher relationships and teacher interactions with students are vital to transition. The study also found that the girls do have goals for the future and the prospect of future peer interactions present a problem as well. While this study provides insight into an overlooked population, it also tells the story of six strong young women who otherwise may have gone unseen. Advisors/Committee Members: Bryant, Diane Pedrotty (advisor), Patton, James R. (advisor), Urrieta , Luis (committee member), Scheuermann, Brenda K (committee member), Billingsley, Glenna M (committee member), Bryant, Brian R (committee member).

Subjects/Keywords: Disabilities; Transition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-9750-1562. (2018). Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/64105

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/64105.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-9750-1562. “Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools.” 2018. Web. 21 Feb 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/64105.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-9750-1562. Incarcerated Hispanic females with disabilities : perceived barriers returning to public schools. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/64105

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

2. Dorow, Roberta Rusch. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.

Degree: Educational Administration, 2010, University of Texas – Austin

The Individuals with Disabilities Education Act (IDEA) of 2004 mandated transition planning services for students with disabilities who are exiting high school and entering the world of work or postsecondary education. Despite collaborative efforts between educational institutions and various service agencies to facilitate transition from high school to employment or continued education, students with disabilities appear to lag behind their non-handicapped peers in these areas. This study focused on transition planning for students with mild disabilities enrolled in a community college in central Texas. The individual transition plans (ITPs) of fifteen students who had self-declared to the college as having a learning disability were obtained from the high school from which they graduated. The records were analyzed for evidence of twelve essential components of transition planning recommended in educational literature. The students were interviewed regarding their vi i transition plans and what they viewed as factors necessary for success in college. Four professional staff members of the Education Support Service, which serves students with disabilities on campus, were also interviewed regarding how prepared the students were for college work and what factors that promote college success should be included in adequate transition plans. The study investigated the adequacy and “fit” of transition planning as an effective means of preparing students with disabilities for the reality of postsecondary education. Knowledge gained from this study could assist public school special educators to develop appropriate ITPs and inform practice in the field of secondary special education in areas such as curriculum, collaboration with service agencies, and assessment of transition service needs. Advisors/Committee Members: Yates, James R. (advisor), Sharpe, Edwin R. (committee member), Hayes, Homer M. (committee member), Pazey, Barbara L. (committee member), Patton, James R. (committee member), Scheurich, Jim (committee member).

Subjects/Keywords: Transition lanning; Higher education; Students with disabilities; Community colleges; Texas; Untied States

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dorow, R. R. (2010). Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-12-2369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dorow, Roberta Rusch. “Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.” 2010. Thesis, University of Texas – Austin. Accessed February 21, 2019. http://hdl.handle.net/2152/ETD-UT-2010-12-2369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dorow, Roberta Rusch. “Transition planning for postsecondary students with disabilities : exposed versus actual transition planning.” 2010. Web. 21 Feb 2019.

Vancouver:

Dorow RR. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Feb 21]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2369.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dorow RR. Transition planning for postsecondary students with disabilities : exposed versus actual transition planning. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-12-2369

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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