Duquesne
Impact of Person-Environment-Occupation Model Training on Teacher Transition Problem-Solving
Abstract
dc:description.abstract<p>In the United States, there is currently no universal framework or model that is applied to the transition planning process for students with disabilities, other than the transition mandates set forth by the Individuals with Disabilities Education Act (IDEA, 2004). This often results in educators picking transition plan goals and interventions from a “bank”, without taking into account the “whole child.” The following study examines the effect of the Person-Environment-Occupation (PEO) model, pioneered by Law et al. (1996), on a teacher’s ability to consider personal, environmental, and occupational variables when planning for post-secondary employment for students with disabilities. Furthermore, this study found that after being presented with a brief PEO video training, educators were able to consider more environmental variables that may have been contributing to a student’s employment failure than had been initially considered. This study also examined the impact that disability type had on teacher’s perceptions of P, E, and O variables. This study adds to the transition planning and problem-solving literature base and has unique implications for the fields of psychology and education.</p>
Degree
thesis:*- Name thesis:degree_name
- PhD
- Level thesis:degree_level
- Immediate Access
- Discipline thesis:degree_discipline
- Counseling, Psychology, & Special Education
- Year dc:date.available
- 2020
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Dreste, Taylor
- Contributors dc:contributor
-
- Ara J. Schmitt
- Laura M. Crothers
- James B. Schreiber
Subjects
dc:subject × 11Rights
- Language dc:language
- English
Identifiers
dc:identifier.*- Repository record dc:identifier
- https://dsc.duq.edu/etd/1909
- OAI identifier oai:identifier
- oai:dsc.duq.edu:etd-2924