Electronic Theses and Dissertations Archive

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Instruction & Curriculum Leadership

Committee Chair

Chrisann Schiro-Geist

Committee Member

Luann Davis

Committee Member

Wesam Salem

Committee Member

William Hunter

Abstract

This qualitative narrative inquiry study examined the transition experiences of an individual with an emotional and behavioral disorder (EBD) as she navigated the process from high school to adulthood through participation in a supported work trial experience. Guided by Disability Critical Race Theory (DisCrit), the study explored the participant’s story and the meaning conveyed through her transition experiences, including the role of structured support from school personnel and professionals, as well as the influence of supported work experiences on her development of independence, confidence, and self-awareness. Data sources included a semi-structured interview, participant observations, field notes, analytical memos, and document review. Data analysis began with content analysis, including multiple readings of the interview transcript, field notes, and analytical memos to develop a holistic understanding of the participant’s narrative. Analysis then proceeded through an inductive thematic approach in which codes and themes were developed directly from the data. First-cycle in vivo and descriptive coding were used to preserve the participant’s voice and capture her experiences and responses within the supported work trial setting. Through second-cycle coding, categories were refined into broader themes reflecting patterns across the participant’s transition experiences. Findings revealed two central themes: (a) the role of structured support in facilitating and adjusting independence and (b) the development of persistence, confidence, and self-awareness through supported work experiences. The findings demonstrated that transition is a dynamic and non-linear process shaped by environmental demands, relational support, and coordinated systems of assistance. Findings further suggested that supported work experiences, vocational rehabilitation services, Supplemental Security Income (SSI), and inclusive postsecondary pathways may collectively function as an integrated transition support model that promotes engagement, access, and equity for students with disabilities. The study concludes that successful transition outcomes for individuals with emotional and behavioral disorders are influenced by access to coordinated and relational supports rather than individual capability alone. This study contributes to the literature on transition planning by centering student voice and emphasizing the importance of systems-based and equity-oriented approaches in supporting postsecondary outcomes for students with emotional and behavioral disorders.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access

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