From Functional Skills to Full Participation: Examining the Impact of Collaborative Transitions on Student Learning

Date of Award

5-2026

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Dr. Shirley Johnson

Keywords

inclusive education, transition planning, collaboration, special education, general education, student outcomes

Abstract

This capstone project examines the impact of a structured transition planning method designed to support students moving from a self-contained, functional skills-based classroom (FSB) to an inclusive general education setting. The purpose of the project is to develop and implement a collaborative checklist that aligns practices between special education and general education teachers while promoting student readiness for increased inclusion. In addition to student outcomes, the project emphasizes strengthening collaborative practices among general and special educators throughout the transition process.

Information is gathered from students’ Individualized Education Programs (IEPs) and progress reports to assess student learning and adjustment before and after the transition. The study also explores how structured collaboration influences instructional alignment and the consistency of supports across settings.

It is anticipated that the implementation of a structured transition tool will improve student engagement and adjustment while also enhancing collaboration between educators. Findings aim to inform best practices for inclusive transitions and interdisciplinary teamwork in educational settings.

Abstract only: No full text available.

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