The purpose of the study was to review the curricula, programs, and supports offered at Washington Township High School for the purpose of determining if the necessary transition skills are being taught to prepare special needs students for a successful transition to college. The participants included teachers, guidance counselors, principals, child study team members, a \"504\" Officer, and a Supervisor of special education.
Data was collected through a survey that was developed by the intern and approved by the IRB. The intern was also able to gather information through discussions held with the staff at WTHS and a \"504\" Officer. The findings suggested that the necessary transition skills are taught at the high school level which address student transition to a college setting. A study skills curriculum was added for use in the 2005-2006 school year. Further curricula will be reviewed to teach self-advocacy and self-determination skills to students. The study will be continued as a longitudinal study in the future. Additional data and information will be gathered from parents and students, as future participants and stakeholders at Washington Township High School.
","abstract_html":"<p>The purpose of the study was to review the curricula, programs, and supports offered at Washington Township High School for the purpose of determining if the necessary transition skills are being taught to prepare special needs students for a successful transition to college. The participants included teachers, guidance counselors, principals, child study team members, a "504" Officer, and a Supervisor of special education.</p> <p>Data was collected through a survey that was developed by the intern and approved by the IRB. The intern was also able to gather information through discussions held with the staff at WTHS and a "504" Officer. The findings suggested that the necessary transition skills are taught at the high school level which address student transition to a college setting. A study skills curriculum was added for use in the 2005-2006 school year. Further curricula will be reviewed to teach self-advocacy and self-determination skills to students. The study will be continued as a longitudinal study in the future. Additional data and information will be gathered from parents and students, as future participants and stakeholders at Washington Township High School.</p>","abstract_has_math":false,"creators":["Saputo, Christine M."],"institution":null,"degree_name":"M.A. in Educational Leadership","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Moyer, David"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-04-14T07:00:00Z","date_published":"2005-04-14T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Students with disabilities--Education (Secondary)","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1074","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Moyer, David"]},{"key":"dc:creator","label":"Author","values":["Saputo, Christine M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Educational Leadership"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Students with disabilities--Education (Secondary)","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1074"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to review the curricula, programs, and supports offered at Washington Township High School for the purpose of determining if the necessary transition skills are being taught to prepare special needs students for a successful transition to college. The participants included teachers, guidance counselors, principals, child study team members, a \"504\" Officer, and a Supervisor of special education.
Data was collected through a survey that was developed by the intern and approved by the IRB. The intern was also able to gather information through discussions held with the staff at WTHS and a \"504\" Officer. The findings suggested that the necessary transition skills are taught at the high school level which address student transition to a college setting. A study skills curriculum was added for use in the 2005-2006 school year. Further curricula will be reviewed to teach self-advocacy and self-determination skills to students. The study will be continued as a longitudinal study in the future. Additional data and information will be gathered from parents and students, as future participants and stakeholders at Washington Township High School.
"]},{"key":"dc:title","label":"Title","values":["The preparation of special needs students for transition from high school to a post-secondary college setting"]}]}],"canonical_facts":{"dc:contributor":["Moyer, David"],"dc:creator":["Saputo, Christine M."],"dc:date.available":["2016-04-18T07:00:00Z"],"dc:description.abstract":["The purpose of the study was to review the curricula, programs, and supports offered at Washington Township High School for the purpose of determining if the necessary transition skills are being taught to prepare special needs students for a successful transition to college. The participants included teachers, guidance counselors, principals, child study team members, a \"504\" Officer, and a Supervisor of special education.
Data was collected through a survey that was developed by the intern and approved by the IRB. The intern was also able to gather information through discussions held with the staff at WTHS and a \"504\" Officer. The findings suggested that the necessary transition skills are taught at the high school level which address student transition to a college setting. A study skills curriculum was added for use in the 2005-2006 school year. Further curricula will be reviewed to teach self-advocacy and self-determination skills to students. The study will be continued as a longitudinal study in the future. Additional data and information will be gathered from parents and students, as future participants and stakeholders at Washington Township High School.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1074"],"dc:subject":["Students with disabilities--Education (Secondary)","Educational Leadership"],"dc:title":["The preparation of special needs students for transition from high school to a post-secondary college setting"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Educational Leadership"]},"updated_at":"2026-07-24T04:13:58Z"}