POSTSECONDARY TRANSITION OF INDIGENOUS STUDENTS WITH DISABILITIES

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dc.contributor.advisorWilliams-Diehm, Kendra
dc.contributor.authorTennell, Courtney
dc.contributor.committeeMemberYoungbull, Natalie
dc.contributor.committeeMemberPeltier, Corey
dc.contributor.committeeMemberHott, Brittany
dc.date.accessioned2024-08-22T20:53:59Z
dc.date.available2024-08-22T20:53:59Z
dc.date.issued2024-08
dc.date.manuscript2024
dc.description.abstractIndigenous 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.en_US
dc.identifier.urihttps://hdl.handle.net/11244/340578
dc.languageen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectIndigenous students with disabilitiesen_US
dc.subjectNative American students with disabilitiesen_US
dc.subjectspecial educationen_US
dc.subjectpostsecondary transitionen_US
dc.thesis.degreePh.D.en_US
dc.titlePOSTSECONDARY TRANSITION OF INDIGENOUS STUDENTS WITH DISABILITIESen_US
ou.groupJeannine Rainbolt College of Education::Department of Educational Psychologyen_US
shareok.orcidhttps://orcid.org/0000-0003-1062-0409en_US

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