Educational Experiences that Lead to Transition and Postsecondary Programs for Students with Intellectual Disabilities and Complex Needs

This study researched Tennessee self-contained teacher perceptions of educational experiences that lead to students’ applying to Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs). This quantitative study utilized a survey, completed anonymously by Tennessee self-contained high school teachers to investigate what self-contained teachers do and what educational experiences lead a student to apply to a TPSID. A chi-square test of independence resulted in one significant result; students are more likely to apply to a TPSID if they participated in non-academic school events and/or activities. There was no significant result for any of the nine events or activities included in the study. The result of this study can inform policy, district staffing, school scheduling, and IEP team planning to ensure students participate in non-academic school events.