Affiliations:
Virginia Commonwealth University, Richmond, VA, USA
Correspondence:
[*]
Address for correspondence: LaRon A. Scott, Virginia Commonwealth University, Department of Special Education and Disability Policy, 1015 W. Main Street, P.O. Box 842020, Richmond, VA 23284-2020, USA. Tel.: +1 804 828 6556; Fax: +1 804 225 3554; E-mail: [email protected].
Abstract: BACKGROUND:The practice of linking academics and transition goals, or Universal Design for Transition (UDT), has been proposed as a roadmap for teachers to plan instruction aimed at providing students with disabilities access to the general curriculum and transition services. METHODS/OBJECTIVES:In the current qualitative study, focus groups, observations, and interviews of 9 special education teachers were used to understand perceptions about linking academics and transition goals (i.e., UDT), including challenges with using UDT as an inclusive strategy to include students with disabilities in general classroom environments. RESULTS:A common data analysis process was used in the current study to categorize and interpret the data for themes. Tiers 1 and 2 themes emerged that centered on: (a) the teachers’ perceptions of linking academic and transition goals, (b) the strategies to link academic and transition goals, (c) the factors influencing practice, and (d) the perception of obstacles to implementing the UDT framework. CONCLUSIONS:All of the teachers in the current study indicated that linking academic and transition goals was pivotal for including students with disabilities in the general curriculum environment. Implications for future research and directions for the field were highlighted for discussion in the current study.
Keywords: Transition, universal design for transition (UDT), goals, special education
