Degree Name
EdD (Doctor of Education)
Program
Educational Leadership
Date of Award
12-2025
Committee Chair or Co-Chairs
Ginger Christian
Committee Members
Paul Garton, Dawn Rowe, Pamela Scott
Abstract
The purpose of this qualitative narrative inquiry was to examine how educators in high-performing districts that met or exceeded state targets for Individuals with Disabilities Education Act (IDEA) post-school outcomes implemented and sustained evidence-based practices to support successful transitions for students with disabilities. Despite decades of legislative mandates and educational reforms, students with disabilities continue to experience disproportionately lower rates of employment, postsecondary education, and independent living compared to their peers. This study sought to identify not only which practices are effective but also how they are operationalized and maintained within school systems.
Two Tennessee districts identified by exemplary performance on IDEA Part B Indicator 14a, 14b, and 14c, which measures post-school engagement in education, employment, or training met the inclusion criteria for the study. Data sources included ten semi-structured interviews with educators and document reviews of local education agency planning documents, IDEA funding and Perkins/Career and Technical Education applications, and Annual Performance Reports. Analysis was guided by Bronfenbrenner’s ecological systems theory, Fullan’s coherence framework, Kohler’s taxonomy for transition programming, and the Exploration, Preparation, Implementation, Sustainment (EPIS) implementation science model, offering a multi-framework lens to interpret systemic factors, leadership drivers, and implementation processes.
Seven emergent themes were identified: Stakeholder Collaboration, Work-Based Learning, Access: Funding and Transportation, Early Access to Transition Planning and CTE, Professional Development, Family Involvement, and Structured Systems of Shared Leadership. Findings revealed that successful districts leveraged strategic resource allocation, early career exploration, authentic work-based learning experiences, and collaborative leadership structures to promote positive outcomes. These practices were reinforced through systemic coherence, interagency partnerships, and capacity-building strategies that align with evidence-based predictors of post-school success.
Document Type
Dissertation - unrestricted
Recommended Citation
Reese, Joshua, "Practices to Possibility: A Narrative Inquiry Examining Practices Supporting Post-School Outcomes for Students with Disabilities" (2025). Electronic Theses and Dissertations. Paper 4634. https://dc.etsu.edu/etd/4634
Copyright
Copyright by the authors.
Included in
Accessibility Commons, Educational Leadership Commons, Secondary Education Commons, Special Education and Teaching Commons, Vocational Education Commons
