Williams-Diehm, KendraTennell, Courtney2024-08-222024-08-222024-08https://hdl.handle.net/11244/340578Indigenous students with disabilities (ISWD) are proportionally the most represented racial demographic receiving special education services under IDEA (2004), which mandates postsecondary transition services for students with an IEP. Despite their disproportionate representation, ISWD are almost entirely absent from postsecondary transition research, resulting in a lack of evidence-based practices to support their transitions. This dissertation aims to identify evidence-based strategies to make transition planning culturally responsive for ISWD, proposing a model for braiding evidence-based practices. Chapter 2 reviews the literature on evidence-based practices and predictors, revealing that ISWD constitute less than 1% of the samples used to identify and classify these practices. In Chapter 3, a panel of Indigenous knowledge holders shares their expertise on the relevance of transition assessments for ISWD, identifying five key areas for teachers to consider: culture, first-generation students, guidance/mentorship, family involvement, and financial literacy. Chapter 4 presents a phenomenological study in which family members of ISWD discuss their experiences with transition planning and suggest improvements, including awareness of resources, employment support, and financial literacy education. Chapter 5 synthesizes the findings from the previous chapters, weaving them together to propose strategies that support ISWD in the transition process. The dissertation concludes with a discussion of areas for future research and implications for practitioners.Attribution-NonCommercial-NoDerivatives 4.0 InternationalIndigenous students with disabilitiesNative American students with disabilitiesspecial educationpostsecondary transition