College of Doctoral Studies RES-866 Qualitative Analysis Assignment Directions In this assignment, you will analyze interview and focus group transcripts (three in total) by inductively coding the data and developing themes. This will mimic the process and feeling of coding a large study though on a much smaller scale. Read the following key points before completing this assignment. · Coding is a step in a thematic analysis approach to data. Different qualitative designs may require different coding procedures. For example, coding in a case study is not the same as in phenomenological or narrative designs. · Coding is conducted based on identifying similar topics that recur in the document regardless of frequency of occurrence. Something that recurs may not be significant, but simply common. Keep focus on the meaningof statements, not in their frequency. · For the purposes of this assignment, you will use three generic steps in the coding process: (a) open coding, (b) collapsing the dozens of codes into a manageable number of codes, and (c) development of themes. · Coding generally follows this progression: codes>categories>themes. Codes are the smallest unit of meaning and are then subsumed into categories, which are then subsumed into themes. · Note: Analysis of the interview and focus group transcripts should be done separately, as each had different questions. Once the transcripts for the two data sets are coded separately, then they can be combined and reconciled. Directions: Perform the following tasks to conduct the analysis. Task 1:Open Coding. Hand code the data. To analyze the data, you must first identify codes and themes that appear in the data. To accomplish this, do the following: · Make sure all transcripts are in a Word document. Do the interview transcripts first and then the focus group transcripts (see note above). · Read each transcript several times and identify “chunks” of data (phrases, sentences, or paragraphs) that strike you as important. Mark the words in some fashion (highlight, circle, bold, underline). One idea is to highlight the transcripts, using a color for each code. · When you recognize statements on the same topic that recur, make note of them. That is, circle or highlight them in the text. · After reading all transcripts several times, review the recurring “chunks” of text you marked or wrote down and identify a list of useful codes. · Create a code book that lists your codes, definitions and examples from the transcripts. See Table 1 below. · Create a table that shows the recurring chunks of data with notes. This will help you collapse or group those numerous codes into a more manageable set. Table 1 Code Book Code Definition of the Code Example From Transcript Table 2 Chunks of Data that Appear Frequently Chunk of data (phrases, sentences, or paragraphs) Notes on the Words/Phrases Notes on Emerging Categories Write down the word(s) or phrase(s) here. For example, do they appear in .

1. College of Doctoral Studies
RES-866 Qualitative Analysis Assignment Directions
In this assignment, you will analyze interview and focus group
transcripts (three in total) by inductively coding the data and
developing themes. This will mimic the process and feeling of
coding a large study though on a much smaller scale. Read the
following key points before completing this assignment.
· Coding is a step in a thematic analysis approach to data.
Different qualitative designs may require different coding
procedures. For example, coding in a case study is not the same
as in phenomenological or narrative designs.
· Coding is conducted based on identifying similar topics that
recur in the document regardless of frequency of occurrence.
Something that recurs may not be significant, but simply
common. Keep focus on the meaningof statements, not in their
frequency.
· For the purposes of this assignment, you will use three generic
steps in the coding process: (a) open coding, (b) collapsing the
dozens of codes into a manageable number of codes, and (c)
development of themes.
· Coding generally follows this progression:
codes>categories>themes. Codes are the smallest unit of
meaning and are then subsumed into categories, which are then
subsumed into themes.
· Note: Analysis of the interview and focus group transcripts
should be done separately, as each had different questions. Once
the transcripts for the two data sets are coded separately, then
they can be combined and reconciled.
Directions:

2. Perform the following tasks to conduct the analysis.
Task 1:Open Coding.
Hand code the data. To analyze the data, you must first identify
codes and themes that appear in the data. To accomplish this, do
the following:
· Make sure all transcripts are in a Word document. Do the
interview transcripts first and then the focus group transcripts
(see note above).
· Read each transcript several times and identify “chunks” of
data (phrases, sentences, or paragraphs) that strike you as
important. Mark the words in some fashion (highlight, circle,
bold, underline). One idea is to highlight the transcripts, using a
color for each code.
· When you recognize statements on the same topic that recur,
make note of them. That is, circle or highlight them in the text.
· After reading all transcripts several times, review the
recurring “chunks” of text you marked or wrote down and
identify a list of useful codes.
· Create a code book that lists your codes, definitions and
examples from the transcripts. See Table 1 below.
· Create a table that shows the recurring chunks of data with
notes. This will help you collapse or group those numerous
codes into a more manageable set.
Table 1
Code Book
Code
Definition of the Code
Example From Transcript

3. Table 2
Chunks of Data that Appear Frequently
Chunk of data (phrases, sentences, or paragraphs)
Notes on the Words/Phrases
Notes on Emerging Categories
Write down the word(s) or phrase(s) here.
For example, do they appear in a transcript of one particular
interview, or do they show up in several interviews? If they
show up in several, there is a pattern that cross-cuts individuals.
As you review the list of words/phrases in column 1, and see
some patterns, you can name the patterns. Collapse the
repeating words/phrases into 4-5 (or whatever seems relevant)
categories.
Write down the words or phrases here.
Keep writing down many words/phrases that appear frequently,
until you have written them all down.
Task 2: Collapse Codes into Categories
You may have identified dozens of codes in the open coding
process. During this process, you will group together like
phrases and chunks of text to reduce the number of codes.
Collapse the codes into a manageable list of categories by doing
the following:
· Review the list of codes you identified in Table 1.
· Group together like phrases and chunks of text to reduce the
number of codes to about half the number you identified in open
coding. The new reductions are called categories ( use Table
2). For example your codes might include: love, hate, sadness
and happiness. A category for these codes could be: emotions.
· Based on the new groups and names, create a new code book
indicating the categories.

4. Table 3
Revised Code Book
Code
Category
Examples From Transcript
Task 3 Develop Themes.
Do the following to identify themes:
· Review your list of categories and identify themes or
overarching concepts that capture the categories.
· List the themes and substantiate them with quotations from the
transcripts. Use Table 4 below.
Table 4
Inductively Developed Themes
Themes
Examples of Quotes From the Transcripts
Theme 1: Put the name of the theme here.
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell
in this table.
Theme 2: Put the name of the theme here
Put a quote here that represents the theme
Place additional examples of quotes for this theme in each cell

5. in this table.
Repeat process with each theme
Task 4: Compile Data andWrite a Thematic Narrative of
Findings.
Do the following to compile the data and write a thematic
narrative of findings:
· For each theme you identified, write two paragraphs that
clearly describe the theme and its nature. Summarize the
findings in your own words, but be sure to weave in evidence
from quotes to illustrate your points.
· Include the code book and the tables you created to show the
data graphically/visually.
© 2018. Grand Canyon University. All Rights Reserved.
Sped Focus Group.m4a
Jodee: [00:00:01] This is a focus group with the secondary
special education teachers. So anybody feel free to chime in and
we just talked about the secondary transition plan and
theoretical principles of Situation and support. So the first
question is How does political correctness influence transition
process. So think about some of the terminology that's changed.
For example we don't refer to kids with cognitive impairment as
being mentally retarded. So how does that PC influence the
transition process. And anybody can feel free to speak up if
they would like.
TS5: [00:00:49] Well I guess I'll start because I'm probably the
least politically correct person around. I think you make an
example of the fact of you know you know with. What you can

6. and cannot say Well not everybody is up to date on the current
lingo and everybody apparently might may be in denial about
where their child is at cognitively when using certain terms they
may expect more from their or their child than they're actually
capable because we're not using terms of people understand or
that people use. Obviously I'm not talking about in a hurtful
way but you know I mean I have a student now that he's I guess
they went out of their way to label him. You know he has a
label of autism. But I keep telling these people on my autism is
not his problem his cognitive is his problem as long as that IEP
keeps talking about autism then that seems to be the direction of
where they want to go with the services. And and I keep saying
that autism is not the problem. So that's just my 2 cents on.
Jodee: [00:02:12] How has that worked so far just to kind of
pair off your response on that TS5 how has it like you're able to
see that it's not the Autism that's a problem. How do you stear
that to the correct path and have deal with this and what the kid
is capable of doing regarding transition.
Sped5: [00:02:34] Well I was fortunate in this area where I
think it was an issue of the mom was in denial that it wasn't all
the other teachers were like no. This is what this is what he
needs. You know because of the IEP I'm trying to get him. You
know support all the time and it's just a matter of when they
look at the IEP and says why is it that it will be this and this
and I'm like I didn't write the IEPP I didn't put down autism. I'll
just tell you what I see now what I have and that's what it is.
And so it wasn't until at an an IEP meeting that the other
teachers who see them every day too are like no this is where
he's at. He needs the support he needs this because of x y z. So
you know that's just for example.
Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the
spot on for a minute when we talked a couple of days ago about
that one student what were some of the things that you might

7. have encountered in working with the parents on regarding
transitioning him. And you know just to give a bit with a bit of
background history it was a young man diagnosed with Down's
syndrome and his parents wanted him in AP classes. And so
what were some of the ways that you kind of got around that
being politically correct.
Sped7: [00:04:06] We had to be totally politically correct with
the parents because as as Sped5 was just talking about there was
a complete denial with the parents. I think on the parent part in
terms of what the young man was was capable of. And it was a
great hindrance I think in what we should have been doing with
this young man in terms of getting him to a reachable goal.
Jodee: [00:04:47] Anybody else have anything that they'd like
to share with political correctness in transition.
Sped3: [00:04:56] You know piggybacking on what Sped5 said.
I think just the unrealistic expectation is that a lot of parents
have I mean not to bring it up too much but you know with the
Internet everybody seems to be an expert on autism now. They
they just you know they think that they know what's best and
they haven't seen him in that educational environment. So it's
trying to reach those goals and trying to. I don't know just get
realistic expectations I guess.
Sped1: [00:05:34] I was just going to place it from the
organizations who provide transition services for students who
like post-secondary training sometimes they might be a little bit
vague because they're trying to be politically correct and who
might be accepted into that program and that could cause some
extra difficulty as far as getting the student into the program.
But that's just a small thing compared to the parent denial.
Jodee: [00:06:01] Right. Sped6 Do you have anything to add to
that.

8. Sped6: [00:06:05] Everybody is talking about the parent aspect
I like to talk a little bit about the regular education teachers
aspect. A lot of times they're not up to date on a lot of the
verbiage that is used in special education just because I mean
when you think about it all in all regular education teachers
have to take one special education class throughout their entire
background in order to get their certificate together. So you
know keeping up on it isn't as high of a priority as it should be.
And sometimes they say things in meetings as well and aren't
necessarily political politically correct.
Jodee: [00:06:40] Right. So can you guys tell me about some of
your challenges as a special educator and in working with
transition specialists other key service providers. With regard to
this secondary transition plan.
Sped2: [00:06:59] We all know it's our job to get that transition
plan filled out. I suppose attitudes in meetings where you kind
of feel like you bulldozed over the top of. Well you know it was
like from both sides of it sometimes you know since you're
dealing with the general ed teachers or even another special ed
teacher when your a transition specialist is and forgive me for
using you know but it's like it's like a you know super teacher.
I'm super teacher I'm Captain Awesome you know. And the
teachers aren't being realistic about what they you know they
want to you know say oh I did this for this kid and I did this and
I raised the expectations and I'm like That's great.
Sped5: [00:08:16] But you know it's it's not the thing you know
we've mentioned before about the idea of you know if you're
talking about a low cognitive and like I want to be a doctor and
you translate that too. OK so you're interested in it. And then
you explore all those options. But you can have three people
saying OK medical field must find something and then one
person say Oh well John Hopkins goes a really good program.

9. You know I mean unless everybody is on the same page it just
sends mixed messages. I think it just clouds up the ultimate goal
which is to have a successful post-secondary transition.
Sped2: [00:08:56] I am sure that all of you have felt as am I and
when you leave the meeting you're like OK well that was that
was basically a bust. We got absolutely nothing accomplished
because you had people going in different direction.
Jodee: [00:09:09] In regard to the secondary transition. Can
anybody speak to that.
Sped1: [00:09:15] We would often have pre-meeting. We didn't
have a transition specialist per se but our school psychologist
ended up sort of filling that spot. So a lot of times the special
education team would sit together and pre-meet before we had
that IEP meetings that at least we can all be on the same page
and any kind of incongruence at that point could be hashed out
before we stepped in. But that's tough when you have meetings
all the time anyway. So sometimes it was during our lunch time
schedule or maybe the week before the meeting we kind of go
over the upcoming meetings and any major pointers or or issue
areas that we we see but it's not always a perfect world but it
helped.
Sped5: [00:09:58] I've started to step in here but it's like I don't
know what your current position is or what you are doing now.
So but like that in theory you'd like I agree with you. That
should take place. But what I found is that since everybody is so
sue scared sue crazy that what they will do is then find a way to
say that it will pre-determined. My child has label or service or
minutes or whatever prior to the IEP meeting. So I didn't even
stand a chance because you guys got together ahead of time and
then due process all the e-mails and all that stuff. So like yes I
agree with you. I totally agree. That needs to be you need to
have consistency. That's just one of those pitfalls that has come

10. up as of late.
Sped1: [00:10:52] Yeah ok. I'm about five years removed we're
almost six now removed from the special education. But I was
at the high school level before and we that's what we would
work through. We wouldn't really predraft the IEP we'd have
that transition plan started and a all of times parents are
notified. But yeah we didn't we would draft it there but I could
see how that would have been all. All it takes is one parent to to
start that rolling and then it.
Sped5: [00:11:23] So yah I'd say in the last couple years so
because again I don't want to deter that because I think what
you're doing. I think that's a great application of what we're
trying to get at and that's how we'll get there. Taking another
tool away from a competent team.
Sped6: [00:11:41] I know you know back in in in my day and
maybe things are a little bit more removed you know when you
talk to the students I would always run this stuff by the parents
and say hey this is what their interests are. You know what did
you think or what have you. You know just to kind of get their
input and then kind of come up with a tentative plan on how to
get that student to work towards their goal.
Sped1: [00:12:07] And a lot of times the pre-meeting meetings
weren't necessarily what are we going to have them do. It was
more of are we on the same page with where we're think what
we're thinking about the students skills are and what their
weaknesses are per se that makes any sense and what the
parents been expressing as an interest because sometimes one
parent will say something to you and then something completely
different to another sped teacher about their student's interest.
So it's nice to be on at least that same page. Yeah I agree. But I
can see that now it's definitely an issue.

11. Sped3: [00:12:40] And I tell you what Jodee you're absolutely
right. I have I have kids that want to be NBA basketball stars
and I end up contacting parents and saying look I'm going to try
and steer them in a different direction and parents are like
please do because we can't get it out of their mind that they
want to be an NBA basketball star and I'm like have you tried
welding....
Sped3: [00:13:01] Well buddy, you do realize you're only 5'2
right (hahaha). Exactly. It's like you know I don't want to be the
heartbreaker for them but you know and I steer it towards you
know what if something happens and you can't do it. We need to
have a backup plan so this is what were your backup plan.
Jodee: [00:13:24] Sped6 or Sped7 Do you have anything to add
to that.
Sped6: [00:13:27] I think there's also that realistic. You know I
mean you guys were talking about being a basketball player and
I kind of thing but I think you need to bring that to the table. I
mean you know I had a student that was in a wheelchair and
wanted to be a police officer obviously he's not going to chase
criminals down the road in a wheelchair. I mean it's just not
realistic. You know and I think that the students also need to
realize that and I mean it's it's great in theory to say let's do
what the students interested in. It's great in theory and
everybody of course I mean hey I want to be a supermodel right.
Obviously didn't happen quite yet but it's the same thing. We
really aren't. Yeah. That is not the model I wanted to be. But
but anyway like we said there also needs to come a point where
you need to discuss with the student some different skills of
being able to be realistic with their disability and understand
what their limitations are as much as you know we don't want to
limit kids but we also have to be realistic. Obviously you know
I mean I myself have a hearing loss. I'm not going to go into a
career where I deal primarily with hearing things right. I mean

12. that's just not realistic. It's not something that's going to work
and I think sometimes as a team we're so you know going back
to the politically correct question and you know we're so...Oh
we have to let the kids follow their dreams and their aspirations
but there also comes a time where you have to be realistic with
them as well.
Sped2: [00:15:00] They have to have a hard truth...tell them the
hard truth
Sped7: [00:15:08] I totally agree with what Sped6 just said and
have had those experiences where parents aren't realistic with
their expectations for their kids moreso than what the kids
themselves want to do.
Sped4: [00:15:11] Yeah I think sometimes it's really it's it's
difficult you know to be realistic and tell those kids that hard
truth. I like the angle of getting from the kid what are some
goals you would like to achieve and then running that by the
parent. I think that that's that's important piece because when
they come into that transition meeting then everybody's not
blindsided. So to speak.
Jodee: [00:15:39] OK so when you get to the secondary level.
You have a student who refuses to partake in his or her
transition process according to this secondary transition plan.
For example you have to interview them for their goals. What
would you do.
Sped5: [00:16:00] Well the first thing is like how committed are
they to that goal. I mean that would be my first thing. It's like
you know it's you know being a coach it's like go coach I want
to go Division 1. I don't see you in the weight room like I mean
you know so I would. And then my second part of that is how
accurate is that transition. And transition services is you know
if you're asking the kid to do pushups because they want to be

13. in the Marines but they don't like pushups and they don't like
guns than I would question where does that transition. Who
wrote this. You know what I mean. So that's that's just my two
cents.
Sped1: [00:16:35] You know I have had students not take part
in there in their transition. And it's it's kind of like those things
that he had that conversation with him and say listen this is
your future here not mine. I want to help you try to achieve that.
Jodee: [00:16:51] Anybody else have any any ideas on how they
can get students to partake in their transition.
Sped3: [00:16:58] I think a lot of the kids what they end up
doing is they try and look at where they want to end up in their
final ultimate career in a lot of times there are steps to actually
get there. And if they have that ultimate goal and they think it's
too far away for instance doing something with the FBI or doing
something on the federal level a lot of times people will start
off and they want to become a police officer or they want to do
something like that and you start them off and kind of that
smaller step and say all right this is what you need to do in
order to achieve the first step to your bigger success.
Sped6: [00:17:32] I think something that might help are like
student lead IEP. And having them actually lead their own
transition plans. I mean you know a lot of times we as the team
as a special education teacher facilitate the IEP and having them
facilitated and actually take charge of their own plan and we'll
give them a little bit more motivation and drive to follow
through with the goals that they've actually created.
Sped1: [00:17:59] So at the previous school that I taught at.
They did just that. So we started about a month beforehand and
we had the students write down some of their goals and really
helped them work through some of those hard truths and

14. deciphering parent interests and the student interests and kind
of where their skill levels were and by the time start freshman
year and by the time they are ready for that meeting they held
the meeting they knew all their teachers names they introduced
them to their to their parents. And it's always been I don't know
we were really proud of it at that school that I taught that before
but that is something that we did always time.
Sped4: [00:18:39] Yeah yeah I agree I think it's it's like
students really like to do that. You know it's like they're in
charge of their own plan. I'm going to tell you what it is I want
to do. So I agree I think that that's definitely a beneficial aspect
to address and bring up.
Jodee: [00:19:01] Does anyone else have any final thoughts to
share on that one.
Sped6: [00:19:05] I think even. I mean depending on their
cognitive level as well. I think that putting them in some kind
of situational situations where they are doing different jobs for
example. You know I used to have my kids go and do on the job
training out in the community from work places where we did
grocery stores we did old age homes folding towels we did
Costco Sam's Club that kind of stuff. So I mean giving them the
opportunity to explore different career that they may or may not
have bought. You know it may spark an interest which would
give them more of an opportunity to want to create their own
transition plans to follow through on their goals.
Jodee: [00:19:49] Yeah and I know Sped7 you actually fielded a
lot of that in terms of you know like with one with the Flying
Tigers for example. Can you talk about maybe some of the
things that you did and your students get from secondary to
higher end learning those basic skills.
Sped7: [00:20:19] The main thing was just letting them do

15. hands on whenever there was opportunity for example, there
was bacon breakfast burrito's and getting them to actually see
what it was like to cook a scrambled egg trying to to make
change when somebody came up to buy the burrito to do the
dishes afterward. Just to give them like the others who were
saying the real life experience and then maybe you know one of
the great things that one of the school district does in Tucson is
their high schools are completely geared now with academies to
where. Now if you have a parent that wants to put a child in a
totally inclusive and they are going they're going to get the
experience in different areas.So it's an it's it's wonderful to have
an experience different thing.
Jodee: [00:21:34] So I want you guys to provide an answer to
this scenario. If you have a student who is struggling with his or
her teacher how would you handle it.
Sped5: [00:21:53] Teacher or sped teacher.
Jodee: [00:21:58] It doesn't matter.
[00:21:58] Have a student that just says that.
Sped1: [00:22:04] I probably try to find some additional
information. Why. What's been going on what what's been the
issue. And I think I'd try to have the student go and talk to that
particular teacher too. Hopefully the first time maybe by
themselves and then the second time with me if it needed to be a
second time.
Sped2: [00:22:27] Kind of piggybacking on what Sped1 said. I
actually would do the same thing at first and I would say all
right what's going on. And then what I would do is I would kind
of spin it a little bit and I would actually go to the teacher and
say this is so and so has she has told me this I am going to have
them come up and talk to you. And if there was a teacher that

16. could be argumentative or combative. What I would end up
doing is say you know what you need to pull your punches on
them. They're really on the edge. They're coming up on my
request.
Jodee: [00:23:01] anybody else can have anything they want to
to that.
Sped5: [00:23:12] You know I think I would. The only way. I
mean I don't know if I'm going to respectfully disagree with
Sped1 that I probably and I'm not disagreeing at all. But the
idea of self advocacy and I mean if you really feel that way and
if you really think that the teacher hates you or this and that
then it's upon you to remedy that situation. You know I guess
when I first heard the question my first thing would be like I
don't I don't care. Like your boss you're not going to like this
how you deal with it is to what the big picture is. And so you
know I guess you know the self-advocacy skills are where I
would classify that as important.
Jodee: [00:23:58] Anybody else have anything in that scenario.
Sped6: [00:24:02] I was just going to say the same thing he said
you know I think that we compare it to a real world situation
where you know you're at work and you don't you're not getting
along with the boss. How would you handle that situation that
way you kind of turn it into a lesson and compare it to
something that they're going to utilize after they leave us. And
that way you know you're teaching on those skills rather than
just telling them what to do. Right.
[00:24:27] Sped7 Can you hear us.
Sped7: [00:24:29] I can I can totally hear you OK.
Jodee: [00:24:33] Anything you want to add before we before

17. we go on your face is frozen.
Sped7: [00:24:39] You know I totally agree. I was in a uique
situation too where if I saw something like that start to happen
or if or if the student came to me right then and there I was able
to remove the student from the situation and we we started that
dialogue right away. If I if we had to then go back and talk to
that teacher. We did it immediately but communication was the
key and the self advocacy.
Jodee: [00:25:18] So what do you guys feel and are some of the
collaboration challenges as a secondary special education
teacher working with parents on these transition goals.
Sped6: [00:25:46] I think it's being unrealistic. I mean with
some of the some of the you know it's hard to tell a parent and I
know it's at the secondary level. By then you think the shock
would wear off that their kids are not going to be a doctor or a
lawyer in some cases you know but it's you know I used to sit
with parents and speak to them. Now have you thought about
what Johnny is going to do after high school and to be honest
with them. A lot of them don't think long term like that they
break it down. So you know have serious conversation and
sometimes having that chat and having that realistic talk I think
is the toughest part of the transition meetings not very green.
Jodee: [00:26:48] Any have anything they want to add to that.
Sped5: [00:26:51] Yeah. The other part of that is actually if you
flip that. And say. For example when the parents don't agree
with what the kid wants to do instead of the other way around.
You know like I said plenty of times where kids wanted to join
the military and their parents don't want them to. You know
you're trying to get kids for you know you know OK you need
physical conditioning classes you need this or whatever it is. Or
ROTC you know find a school that has that. But then the

18. parents are like you know no I don't want my kid joining the
military. And you know I could deal with that.
Jodee: [00:27:28] Now have any of you guys ever had a
scenario where a kid has turned 18 in the middle of their senior
year and they have banned their parents. From attending
meetings.
Sped5: [00:27:44] Banned? No.
Jodee: [00:28:10] And you know flip side of the coin because
speaking to what Sped5 said and I think that that's. That's that's
a really fine line. So how do you deal with a situation where if
the kid wants to join the military the parents don't want them to.
Sped5: [00:28:37] it's an example that popped out were always
usually dealing with the flip side of it and being you know like
what about when the kid wants to do something and the parents
think the kid can do more than they're capable. We rarely come
to the thing where it's the parents don't want them. You know
sometimes it's even the simplest like I want to be a mechanic
and the parents are like you're not going to do anything when
you know you're going to go to college and you're going to do
this and blah blah blah blah.
Jodee: [00:29:11] As a secondary special ed teacher working in
special education what is the most challenging In the way of
offering support and strategies working with students who are
transitioning from secondary going into higher education. What
do you think is the most challenging about trying to figure out
how to get them To that point.
Sped6: [00:29:46] I think that's the most challenging in finding
that right fit. I mean on top of that we've talked about being
realistic a million times now but finding the right fit for that
student. You want them to if there is someone that is capable of

19. going into higher education first of all finding a university or
finding a community college or a program right. That meet their
needs is also challenging. I mean as special education teachers
at the secondary level we know a lot of programs but there's so
much out there that is still developing. And you never know
where they're going to actually fit it. You can do your best to
try to get them there. You don't know if they're going to make it
or not or if it's going to be the appropriate placement for them
because once you set them free you set them free.
Sped2: [00:30:35] We're still starting in asking 16 year olds hey
what do you want to do for the rest of your life. And then
holding them to that you know it is it's a journey.
Jodee: [00:31:14] So once the interview portion of the
secondary transition plan is written what point do you feel that
you have part of that collaboration process with transition
coordinator's colleges and other key service providers. When
did that collaboration piece begin.
Sped1: [00:31:40] I feel like immediately or soon as you have
the next instance of contact with a parent or with another
special education teacher that works with that child the school
psychologist or one of the resources that you're checking to see
if that might be available for that student after after high
school.
Jodee: [00:31:57] And do you guys feel it's it's primarily the
sped case manager that's reaching out to those other those other
people and I don't know Sped5 maybe you can see this in both
sides of the coin in that you and a transition coordinator you
know at what point were you brought into that.
Sped5: [00:32:21] Well in my experience this is just my
experience is that I mean you know is much is as little as the
gen ed knows about sped. Sped for the most part just knows

20. about as much on transition. Resources testing all that kind of
stuff open so they just really take your lead on it. They're just
you are the transition coordinator so tell me what this where if
you know you read the report tell me where it goes I'll fill it in
the IEP in that part of the meeting you do the talking and you
build this and they are there. They're rather indifferent in my
experience about what goes in that report.
Jodee: [00:33:10] do any of you guys have anything else to add
to that.
Sped7: [00:33:14] I just want going back on our discussion
before. I just think it's still like a puzzle in which you find one
piece of the puzzle you need to find the rest of the puzzle pieces
and put them all together.Collaboration an coordination is so
key.
Sped4: [00:33:34] And so I think it's it's it's one of those things
when you fill out that transition plan not that you're not
collaborating with with these people and all along. But I think
once that secondary transition plan goes into effect. That's when
you try to work that you know get the other people involved
because quite frankly I mean I don't know that you guys but
there's been times when I'm like I don't have a clue. I don't even
know where to begin. You get this kid to where he needs to be.
You know I feel that that transition coordinator or you know
I'm. Someone that maybe has more of an understanding of the
transition piece should really be brought into it. If not before
you know in a perfect world. You know more and more districts
are hiring transition specialists. And so they expect them to
start with the kids that are little and work up that you know.
And so. Whereas a lot of times you think nope that transition
teams only should be instituted in high school when in reality
we're doing it all if That makes sense.
Sped4: [00:34:40] And does anybody have anything else that

21. they wanted to add to that. So as a secondary sped teacher what
are some of the difficulties with the transition process.
Sped1: [00:34:59] I think that kind of goes back to what we
were already discussing which is staying on top of the resources
that are available. So I know that I had a few things that I I did
well to keep up on but it was only a few a handful of things and
that's where that collaboration with the other sped teachers
came into play because I had to go out and reach out to them I
would have been overwhelmed …
Qualitative Analysis
Understanding qualitative analysis begins by understanding the
coding process. While qualitative analysis software can assist
with the analysis, researchers must still use logic and reasoning
to create the codes from the raw data. In this assignment, you
will analyze interview and focus group transcripts by
inductively coding the data and developing themes. This will
mimic the process and feeling of coding a large study though on
a much smaller scale.
General Requirements:
Use the following information to ensure successful completion
of the assignment:
Refer to "Qualitative Analysis Assignment Directions" in the
Study Materials for this topic.
Refer to the transcripts "Sped Focus Group," "Sped Interview,"
and "TS Focus Group" in the Study Materials for this topic.
This assignment uses a rubric. Please review the rubric prior to

22. beginning the assignment to become familiar with the
expectations for successful completion.
Doctoral learners are required to use APA style for their writing
assignments. The APA Style Guide is located in the Student
Success Center.
You are required to submit this assignment to LopesWrite.
Refer to the directions in the Student Success Center.
Directions:
Access the document "Qualitative Analysis Assignment
Directions" from the Study Materials for this topic.
Complete the tasks as directed in the document.
TS Focus Group.m4a
Jodee: [00:00:03] So the first question that I have and please
anyone feel free to jump in I interject I may ask some of you
specifically. So the first question is How does political
correctness influence the transition plan.
TS2: [00:01:15] As far as political correctness is concerned I
think you know something that we always have to take a look at
with families especially when we're working with them is the
terminology. So like are we going to say the right thing to the
parents. Are we not going to say the right thing especially with
the laws and regulations changing so often and parents not
being up to date on terminology. Sometimes the political
correctness of it all comes into play.
TS2: [00:01:43] Also with taking a look at the transition plan
and what the student actually wants to do. Being realistic about
what the student is going to be able to do. And I actually said it
instead of saying that. Instead of saying that a student can or
cannot do something you have to be politically correct about it.

23. Jodee: [00:02:17] Does anyone have Any thing else that they
would like to interject regarding how political correctness
influences the transition process.
TS1: [00:02:24] Well I can add to that. Yeah I think really it is
important that we present ourselves as ethical professionals and
that helps build that trust relationship with the family and also
with the staff that we're working with and having those Pre
meetings where you talk with your staff about the best way to
handle a difficult situation and how to present information let
the student also advocate for themselves. It's really important
and that's really sort of best-practice. So when you are working
with them knowing the correct terms making sure you're up to
date on the legal requirements making sure you have a way to
document or help the student participate in the meeting itself.
Can really make a difference when a parent is not really trusting
the school. The student can speak for themselves anyway and
how you help that happen. It makes a big difference.
Jodee: [00:03:34] Does anybody else have any anything else to
share on from that perspective as you're holding a transition
meeting. How does that factor into it.
TS7: [00:03:46] You know there are also and I think we talked a
lot about this in my one on one interview. It is you kind of have
to break it down as far as the area that the student wants to go is
just two different components that I think of. You know I want
to be that NFL football player or I want to be policemen
whatever it is and being able to break down the skills and what
interests that child in that job. And so you have to be able to be
politically correct in breaking that down without making them
you know feel like oh she's saying I can't be that in real life.
And then also another piece that I feel is important that we have
to really tiptoe around it. If we have to state providers that are
attending the meeting. And oftentimes parents will say well I'm

24. just going to get a check from this date forever. So my kids not
really ever going to do anything.
TS1: [00:05:08] So you know to kind of pair off of what you
had just said. So sometimes it goes back to that you have those
challenges and oftentimes those challenges stem from working
with one another. And you know very secondary true special
education teacher is the one that's responsible for filling out
that secondary transition plan. What are some of the challenges
that you as transition specialist have with regard to that
political correctness being able to guide the student to their
goals on the secondary transition plan. Because quite often you
maybe your role is in telling the team. I don't think that this is
best suited for this child and here's why. Based on the
assessments. That they've been given. Can anybody speak to
that. Or. Other members of the team with regard to a student
transition.
TS6: [00:06:57] I think sometimes there are differing opinions
as to where the level is of the child or what they're able to do
and whether it's the parents doesn't think there are teachers
things to try and do it or you know what the student wants to do
something know. You know and trying to bridge that gap and
come to a consensus and change.
Jodee: [00:07:27] So what are some strategies that you can use
to guide the team and getting everybody on the same page so to
speak.
TS4: [00:07:41] I think what's always important is to remember
that this is not a time for your feelings about the students or you
know your feelings about the family or any of that. The idea is
to remain objective. For me remaining objective in the process
take out hopefully take out any type of feeling of bias. You
know I can try to remember to encourage that within the staff.
And my hope is that somebody can see things objectively that

25. we're not saying this student can't learn were just saying that
there will be struggles you know so it's me that can help
facilitate that discussion in a more productive way.
Jodee: [00:08:32] that objectivity that you talked about
Michelle is really important.Does anyone else have anything
they'd like to share?
TS3: [00:08:42] I think also it's important to work with a child
in an area that they're really good in but you have a child who is
graduating and they are getting a completion certificate. They're
not even getting a diploma so for example their math skills are
not Anywhere where they need to be as a potential veterinarian.
So we had a student that wanted to be a veterinarian and there
was no WAY. then how do you have the child find a job that is
still within that field like maybe a vet tech? I mean it's just
something like within that field that they're really interested in
then you can talk to the family about the different options.
That's within their skill set but also to do a job that they really
want to do in their life dream.
TS5: [00:09:57] I think that it comes down to just having that
philosophy with your staff that. We are looking for a route. You
were looking for a way to say yes you know what I mean you
were looking for a way for what this child and the parent wants
looking for a way to say yes and meet their needs. So number
one just the culture Of your faculty your special ed director
whoever is in the meeting. But I think it's all about the pre
meeting. I think you really got to meet ahead of time. Get on the
same page knowing what the kid wants to do and say What are
some options we can think of ahead of time so that it's not the
moment you're just trying to figure it out right then.
Jodee: [00:10:55] Yeah and you know what and just to kind of
pair off of what you said to have that pre-meeting that was
something that actually came up in our in our last focus group

26. in terms of Do you do the pre meetings with or without the
parent. And what can be some of those challenges?
TS4: [00:11:42] Yeah I just I just said that. Yeah I mean it's
always a concern about pre-determination of some kind. So yeah
it's always difficult. If they know that you've had a discussion
and you're like no no no nothings determined so Yeah it's hard.
TS1: [00:12:05] Well one of the things that we did was we often
would have parents survey so the parents were giving input and
we kind of just met to collaborate. We had a collaboration
meeting. It wasn't like a pre transition meeting. It was a
collaboration meeting where we went over the parents surveyed
the student survey and we did those annually so that we were
always updating them. And that was part of our assessment
process. But another thing too is to even just brainstorm
opportunities for situational assessments so that when you
actually go into the meeting there are some common language
that could present to the parent and say maybe if this is a
student's interest how do you feel about trying this or that and
getting the g parent to get feedback as far as. Have you ever say
if the student wanted to go to college but their scores aren't
going to be high enough yet maybe you could convince that you
could talk to the parent about it an assessment such as going
online to the community college and taking a pre assessment for
placement. If the student wanted to be in food service maybe
there's an opportunity for them to volunteer at a nursing home
or something like that where you could actually do a situational
assessment with a kid in a common setting and you can set that
up during that transition meeting as a suggestion. Following up
on that at a later date with some actual data and then it doesn't
really make it seem like you've predetermined anything. You've
just made suggestions and you're following through does that
make sense.
Jodee: [00:14:04] so let me ask you guys, What are some ways

27. that you can help to collaborate with that secondary special ed
teacher and getting that student back on track.?
TS3: [00:14:38] I think you have to find out why they're
refusing.
TS7: [00:14:46] Yeah. Yes. Yes. It goes back to the initial
relationship and you got to find whoever that person is that can
really connect with that student. And a lot of times. You have to
find out why and sometimes finding out that it's sometimes
extremely difficult you know because we know when kids are
getting ready to graduate go out into the real world. In reality
they are scared to death because they don't know if they can
succeed. So we can do things to build their confidence and have
somebody that really has a good relationship with them and just
start the conversation. So that's often helpful.
TS3: [00:15:34] I think you need to find out why there has to be
a reason they're not interested and they're just afraid to take
those next steps.
Jodee: [00:15:56] I'd like you guys to provide an answer to this
scenario. If you have a student who's struggling with his or her
teacher how would you handle this.
TS6: [00:16:10] Well I think it has to start with a conversation
with the teacher to find out you know what's going on from
their perspective and then also having a conversation with the
students as to what's going on. You know to get their
perspective and try to get everybody to look at things and it
kind of goes back to that objectiveness that was talked about
earlier. You know we're being objective here and what can we
work out as we're almost like a mediator at that point.
Jodee: [00:16:56] Ok so TS2 I'm going to put you on the spot.
What are some ideas that you have about that.

28. TS2: [00:17:04] I personally think as a transition specialist I
will look at it from a different point of view. They're going to
run into issues and problems on the job where as a teacher we're
not going to be able to step in and help them. I would try to
educate them a little bit better in communication skills and how
to deal with problems in the workplace. Pair it to something like
problems in the classroom and have them go self advocate for
themselves and actually confront the teacher although it really
does depend on the level of the student as well. I mean you
know depending on where they're at and like cognitively could
be the difference of what we decide to do with them but if we're
talking in general that's what I would do I would try to give
them some kind of a skill base for working with them. I may
even contact their speech therapist if that's someone that's in
play to do some social stories some role playing with them.
Jodee: [00:18:02] TS5 did you have something that you wanted
to add to that I know you had asked about The population.
TS5: [00:18:08] Yeah I mean I definitely like what she was just
saying that part of it you have to think about everyone. you're
going to deal with different personalities and different scenarios
in the real world in a job. And so I think a big part of that is to
help them figure out what skills it is to communicate with
somebody that's there superior. In this case that teacher or you
know a boss. And so I think dealing with that unless situation is
really serious. You know I think that. That's the first step in
you're a mediator and really trying to flush out what's between
the teacher and the students.
Jodee: [00:18:46] OK so how can you provide support to one
another. For example the transition specialist to secondary
specialist teachers when transitioning a student to higher
education. Because I know want to learn the differences
between vocational and higher ed transitions so. So this is

29. specifically related to your higher ed transition.
TS4: [00:19:19] Oh I'm sorry this is this is TS4. I was just
clarifying. So how do we support the secondary special
education teacher.
Jodee: [00:19:28] Yes. How would you support the secondary
special education teacher and in working with transitioning a
student to higher education.
TS4: [00:19:41] Well I mean I would I would hope that they
would already have some frequent contact with a case manager
with say a counseling department within their school. Because a
lot of times you can help facilitate getting that students signed
up for a college visit or. You know of you know how do they
get accommodations on the ACT or SAT those kinds of things.
If you can provide that information maybe to the secondary
special education teacher who may or may not be the case
manager. then they can be more aware of those things as they
come up again for another student.
Jodee: [00:20:25] Does anybody else have any anything that
they'd like to add into that.
TS3: [00:20:36] When we transition a lot of higher ed kids like
to a four year institution or even to like a two year but when we
did we would even have the students sit in on classes so they
would sit in on some freshman level classes with a transition
specialists or the special ed teacher to kind of see what it feels
like and then when get a better idea of what they need in the
classroom to help them with that piece to and you know they
wouldn't sit right next to them, they would sit A couple rows
back and do that a couple times that the kid could get used to it.
we were in really close contact with the counselors at the
university or a junior college and to make sure that we had a
plan for them if if they're anxious or if they couldn't access the

30. curriculum for some reason or couldn't talk to their professor.
They had someone to go to to help with that. So involve the
parents too the parents to come down and talk with counselors.
And so there's a lot of work to be done when it's a higher ed
institution. It is almost like job coaching.
Jodee: [00:21:46] Does anybody else have anything to add to
that.
TS7: [00:21:51] I think about the importance that you can them
with a disability resource center. Show them that way. They
know what their services will look like in that setting. Like
those situations with assault centers around you were they were
really good at working with students was very high functioning
and had autism and really worked with the family to transition
to that. And they did a fantastic job.
Jodee: [00:22:20] Thank you for bringing that up. And that's
that's an excellent point. Go ahead TS1.
TS1: [00:22:24] Well I was going to say also working with the
VR case manager on that is really a useful thing because they
can be very helpful especially if the child is going to college if
they're going to a university. It's harder to get VR involved
because they want to see evidence that they're going to be
successful and higher learning. I have had some students go to
four year universities one actually went out of state and is still
working on completing a degree. But it hasnt been without
issues that it really help them learn how to contact the disability
resource center getting the parents involved and understanding
even the parents not even understanding that they can't have the
same relationship with the school staff that they would have had
at the high school level. I found a lot of parents didn't
understand how their role would change and how no one will
talk to the parent only to the student. And so that takes a certain
amount of preparation not only for the parent but for the student

31. to learn how to ask for that support. There has to be a lot of
coaching on that.
Jodee: [00:23:42] So as a transition specialist, what do you feel
is the most difficult part in trying to complete transitioning kids
through high school?
TS4: [00:24:06] I think sometimes is helping them self advocate
appropriately in terms of kind of theoretical you know kind of
answer to you. I think that's kind of the hardest part of them
You know not complaining. But you know you know or whining
about something but specifically knowing how to request
support or discuss what their strengths and weaknesses are in an
appropriate manner.
Jodee: [00:24:39] Any difficulties with trying to get them to go
from IDEA to ADA.
TS1: [00:24:55] sometimes I know that I used to use graphic
organizer and actually have an activity where they had to
actually compare IDEA and ADA supports So that it was
actually something that would be included in their portfolio
because I had to make a portfolio. And so it was kind of in their
toolbox so they could see what could they provide what couldn't
they provide. And that was when I was a teacher and as a
specialist I provided some of those resources to the teacher.
Jodee: [00:25:36] Anybody else have anything to share on that.
TS5: [00:25:40] I was going to say that I think that comparing
the two. I love her idea that such a great idea and I think so for
the students to realize that what they've been receiving possibly
for you know 10 years is it's going to be available on the same
level it's going to change. And then having the parents see that
as well. You know we've talked a little bit with the university
but it's still true. Like when they go to a job the parent can't

32. come in and say you know I need you to accommodate them
coming in late every day or whatever. So I think that both the
student and the parent be educated on differences and how to
advocate because I think when it when they leave high school
they have to advocate for themselves.
TS3: [00:27:06] Well I was I was just I was going to say what a
great idea that was for the flow charts. I didn't really have any
issues with it except I mean the parents truly understand the
differences. But once once we explained that to them they
seemed fine so but I like the flowchart idea.
Jodee: [00:27:22] So what what are some of the collaboration
challenges as a transition specialist that you all encountered
when working with parents on transitional goals.
TS6: [00:27:44] I think it's just a matter of finding a way to get
them to understand that you are preparing them for their post-
secondary environment. And you didn't realize that they do
something and they're not going to necessarily lose their check.
Jodee: [00:28:06] And does anybody have any issues with
maybe the unrealistic expectations. And ideas on how to work
through that with the parents.
TS6: [00:28:26] I think that's where you have to focus on the
data and the skills and keep the objectivity. This is what we
know the student has strengths in this is what we know their
abilities are their skill level and looking at that to help prepare
and understand.
Jodee: [00:28:52] Anybody else have anything else that they
want to interject on that one.
TS3: [00:28:57] Well I think you see it from the other end too
that they're not involved when you get them to be involved in

33. the transition plan. you see over involvement and being
unrealistic and then you have the other one saying you're just
going to take care of this right. They can do anything. No you
need to be a piece of a part of this. So I you know I ran that a
couple of times we had to discuss what their role was to control
the school's role. To put it all out there so they understood.
Jodee: [00:29:25] Very good points. Anybody else want to
chime in on that one.
TS2: [00:29:29] I think something else too that I'd like to bring
up is as a transition specialist we often get some kind of flack
that we don't know the student as well as the special education
teacher does. So you know that's another issue with parents as
we are the specialist in the area. We have all these great ideas
but you don't know my child like I know my child because I've
grown up with I have had my child ever since they're a young
special education teacher has them every single day you come in
randomly. That's the other I think challenge that we often see.
TS7: [00:30:03] And that's that's I think where that
collaboration with the secondary special ed teacher and
allowing them to support you also comes into play too.
Jodee: [00:30:25] How can you as a collaborative team form
those relationships and provide support to parents of students
with autism or any other disability as they're transitioning from
secondary to that higher education setting.
TS2: [00:30:46] I would say it's taking the time to really get to
know the students. You know I mean you definitely want to
bond with your team and have a strong team together. But if you
truly know the student and you go into the classroom and you
get to know who they are that's going to help formulate a lot
better the collaboration process because you're all going to be
on the same page.

34. Jodee: [00:31:09] Anybody else have anything else that they
want to interject.
TS5: [00:31:13] I was going to say I looking at it as a process
and not an event, that is really important. It's like there's not
one day that you're doing that transition plan but like you're
looking toward for over a year before we get to that point. For
me it's so like what she just said about going in and getting to
know the students. You know who's going to transition so
you're preparing for that. Teachers are preparing. The student
and the parents are preparing. It's not just a one meeting that we
fill out this plan.
Jodee: [00:31:50] Anybody else have anything that they want to
add to that.
TS4: [00:31:56] Well the only thing I would add would be
making sure maybe everyone kind of alluded to that but make
sure that you use Access or gain the parent perspective or any
of that kind of stuff so that they feel like they their voice has
been heard perhaps help to make it a little bit more
collaborative effort.
Jodee: [00:32:17] OK so here's a question to poses for all of you
here. A student enters the high school setting, special education
teacher meets with them fills out the transition plan, The
student goal is written. When. Are. You brought in to
collaborate. At what point is the transition specialists supposed
to be integrated to start that collaborative process. Is it
something that comes from the special ed teacher to you or do
you keep track of those students coming in and then go and
meet with the case managers.
TS7: [00:33:04] I think it depends on what district you're in
because not every district has somebody specific just for

35. transition a lot of times it is left up to the special education
teacher/case manager. You know different people do a different
way. And I've seen it done both ways where the case manager
takes care of things. Otherwise there's a communication plan
like three months ahead of when the IEP is due where you're
doing your initial assessments getting to know the kid and
starting to collect some evidence to work into the transition
plan.
Jodee: [00:33:47] TS3 did have something you wanted to add.
TS3: [00:33:54] Um like she was saying, not everybody has that
position so it's almost as if their case manager becomes a
transition person for a while. And they already know that child.
So they're pretty much in it from the beginning. It's like a lot of
districts don't have the money to have someone and they can't
help all of them either. The kids they have to service so a lot of
times they're brought in senior year. You know or they're
brought in to sign off on certain things and the IEP team
decides the child things like that they're going to they need a
job coach their senior year. You know the transition person
would come in and say OK you know we can we can do that
piece. This is how we're going to transport the child or whatever
they're going to do. But in a lot of times the case managers are
there from the beginning.
TS4: [00:34:35] So it is the secondary transition plan a tool to
foster collaboration.
TS4: [00:34:44] It can be and it should be.
TS7: [00:34:47] I mean you would hope so because you're who
you want to go off of the staff member doing so well and assign
components of that transition plan to their responsibility for
supporting developing good skills and work toward the goals.

36. Jodee: [00:35:05] So just a few more questions here. What are
some suggestions that you all might have to increase that
collaborative process between one another?
TS6: [00:35:56] I think it is a good idea to increases
collaboration.
TS4: [00:35:59] This is TS4 and I'm new to you I'm new to my
district and new to my state so and also my buildings haven't
had somebody dedicated to them for a while so kind of getting
back in and in reminding them of of what you know is expected
of them regarding to transition has been a good process but
maybe a little slow process but a lot of times I've just been
there to talk to them and see what I can do to help them. You
know I mean I'm just kind of sometimes i maybe a little bit in
their face or maybe too much but I'm always there kind of
offering support and validating their struggles and all of that
kind of stuff that they have. And just offering you know what is
it that you think you need. You know how is it related to
transition that I can help. And unlike maybe some other people I
have that luxury to be able to do that right now.
Jodee: [00:36:53] Anyone else.
TS3: [00:36:59] Well I was going to say I'm kind of what TS4 is
saying is to clarify roles so that everybody knows what
everybody's job is and what their role is in the transition plan
that helps with collaboration. Just to remind everyone I think
every time. OK so you're in this role and this is what you're
going to do for the child and what you're going to do for the
parent...that way. And this is what we do for each other and this
is how how we're going to communicate. I think it's good to do
that up front and make sure everyone's clear about that.
Jodee: [00:37:25] Anyone else have anything that they want to
add to that.

37. [00:37:31] So as a transition specialist do you feel adequately
prepared to transition students with disabilities to higher
education or if you don't. What are some things tools resources
those types of things that you would need in order to be able to
effectively do that in your opinion. This is all Your perception.
TS2: [00:37:56] Money. I think money. I mean I think honestly
as a transition specialist we wouldn't be in this position if we
didn't feel that that we were qualified enough to be able to
assist students transition out of high school. However at the
same time we do have a lot of limitations. Money is definitely
one of them. Also resources as far as I know I've had a lot of
difficulties getting job coaches assistants that sort of thing to
help the transition process run a little bit. Well there it really
when it comes to public education it really does come down to
funds funding.
TS7: [00:38:43] And I had kind of the opposite experiences I
had the opposite experience where we readily had money
available to us to help support developing the transition plan
taking it out into the community getting the work place skills
that they needed. Things like getting your food handlers card
taking them on tours of different either universities technical
school whatever specifically pertained to them and
transportation wasn't an issue because it happens to be that with
some of the old transportation funds when they were expiring
we were able to by transition buses. So we didn't have to worry
about about setting something up the transportation and being
on a limited schedule. We had readily available transportation.
TS6: [00:39:55] Wow. Good for You! That's awesome!
Jodee: [00:39:57] Anybody else have anything else that they
want to add to that.

38. Jodee: [00:40:04] And so last question is who you speaking to
kind of what TS7 just mentioned with district support but what
are some of the supports that you would need from your district
in order to foster that collaboration process with one another
providing those resources for transition services.
TS3: [00:40:31] Oh I think training is important for especially
people that are new to special education and new to transition I
think training is really important that they know how to write
those plans and how to service the kid the best.
TS6: [00:41:01] Really just knowing the resources are available.
Well it kind of goes back to the training and knowing what
resources are available and what all the different options are
that are available for the students.
Jodee: [00:41:16] Anybody else have any final thoughts that
they'd like to share?
Sped4 Interview 2.10.17 Audio.m4a
Jodee: [00:00:08] And we are looking at the collaborative
process between secondary special ed teachers and transitioning
and transition specialists when transitioning students with
autism spectrum disorder or other disabilities from secondary to
higher. OK so the first question is is describe the condition
process as you understand it from the guidelines of the
secondary transition plan.
Sped4: [00:00:52] OK. So first thing is a series of assessments
that are appropriate for assessing it can include you know
obviously interviewing the teacher not not the teacher the
student and then sometimes parents are involved in that process.
Then there's other batteries of tests. Things like the couter
doing AZCIS things other interests inventories and things of
that nature to get that. Looking at transcripts students grades

39. grade reports in those things and taking those all that data and
that assessment information and looking at that.That's my
understanding and interpretation and kind of what I do.
Jodee: [00:01:46] So you know it's the responsibility of the
secondary teacher special ed teacher as the case manager to
interview the students. And you know one of the big pieces that
we look at is the age appropriate goals. You know if you've got
a student who is who is autistic academically They're very
bright. They can do the work but they have absolutely zero
social skills. And they want you maybe studied to be. They want
to go into broadcast journalism or something along those lines.
So it's like having you determined you know is it like a
collaborative effort. You determine and work with the other
person you know because sometimes you have to be that person
and say yes might not be the best fit for you. How does that
kind of playing into things.
Sped4: [00:02:51] I don't know like I don't mind doing that or
being the one.
Sped4: [00:02:58] I haven't run into that exact situation but I
have other situations where students wanted to go straight to
university from high school and just had these visions of
grandeur. But their GPA would not allow for that or they had
other deficiencies and things of that nature. And so it's just it's
sometimes it's like literally printing out the requirement and
showing them just saying you know these aren't going to work.
It's not a possibility. However it doesn't mean that you can't go
on to higher education. And just providing them alternative
routes like one if there is enough time if there for example is
there a sophomore or a junior. You know we look at like Well is
there enough time to get rid of these deficiencies. Can you take
some of these courses. Can you do that to get your GPA up to
get rid of the deficiencies et cetera. Is that feasible. Is that
feasible with money or mom is mom and dad going to pay for

40. that you know. And is there enough time or looking. OK well if
that's not an option then community college is not necessarily a
bad thing to do it right. When did you first get your lower level
and what kind of pump would that. And look at what are the
requirements for insurance for that.
Jodee: [00:05:27] Is there any part of the secondary transition
plan that could facilitate collaboration.
Sped4: [00:05:27] I mean It literally does another resource that
I have on the east side is EVIT. So I know that's not necessarily
university or but it's a post-secondary training and we do work
with that and then we work with the people at EVIT and we get
the students and we have them tour. We have them try out
different programs and so it yeah that's not not that's what we
do you know based on that we look at you know what things we
offer on campus as far as elective classes that they can take that
would be geared towards it. We look at that and then try and get
as many of our kids to that are interested in a program like that
that have the ability you know help to make sure that they get it
and get the connections.
Jodee: [00:06:28] So can you describe the successful student
transition that you facilitated. No it goes back to that secondary
to a special ed teacher is responsible for making sure that the
transition plan is filled out and then if I go over that course for
four years you have them in high school.
Sped4: [00:06:50] OK so then yeah I mean I have more and I
feel like a lot of my students have been successful. So when that
comes to mind I kind of wordsmith because I haven't been at the
school for very long. It's only my fourth year there so haven't
followed a student but I got a kiddo as a sophomore my first
year so followed him through and he was very interested at first
started out he wanted to be a NASCAR driver. And you know
we look at that tried to you know look at what resources and

41. what things we had related to that we started realizing and
talking and collaborating with parents like they had looked into
there are some schools some driving schools but it was cost
prohibited out-of-state et cetera. And so it's just sort of
channeling him with his focus. But in a different route I looked
at and that's where we connected with it man programs there
had him tour there. He started getting into the auto detailing
allow that but found that through a course and there there's
some doubt that he was doing that. He really likes coming up
with the estimates for that and liked that more than actually
doing the body work. And so he kept up with that learn how to
do the bodywork learn how to figure out did that estimating gut
on with an insurance company a local insurance company and
was doing some work for them and sort of Fortunately got taken
under the wing of an estimator there and so was getting
answers. And he's he's still doing the physical body work for
him since graduated high school. That was last year.
Sped4: [00:08:55] And so this year I happened to meet up with
His parents in chitchatted So I got this check on how he's doing.
And so he's working for the insurance company. He is still
doing the body work but he's learning the trade of doing
because the estimator. And so hopefully we'll do that. But he's
hired on full time so useful and I know that's a good example.
Jodee: [00:09:23] That's a great example. It kind of leads into
my next question but I think you really already covered that and
the differences in your experiences when you did a vocational
transition versus one to higher ed. Do you see differences
between doing those two different types of transition?
Sped4: [00:10:01] Where I see the difference is their elective
class choice those that are going and are more college like they
want a career that you need a degree for as opposed to
vocational training for especially those that aspire to go right to
university. They tend to take well there they have to take their

42. foreign languages. So they're taking their two years of their
foreign languages their elective classes or fine arts. Oftentimes
their additional math or science courses depending where
students that are more vocationally geared and that's their focus
and that they tend to take electives that are. More geared to
their specific interests. As opposed to the necessities for
admission to university. And. I don't know what's better what's
worse. I mean the preference of the kids that is really nice and
really great to see the kids that have a passion for something
can take those classes and really. Find themselves or find out
that they don't like that at all and it's not anything of what they
thought and change their mind while they're still in high school
before they've spent all kinds of money.
Jodee: [00:11:29] That was Going to be paired with with my
next question because you know a lot of four year university
student disability services which is great. But. You know and
sometimes you get these kids you're like no I just want to go to
a university. But that may not be the best. Setting for them.
How do you shift them toward going toward community college
because I know I always appreciated when a teacher of mine
said you should go to community college for less money.
Sped4: [00:12:00] You know I do. I recommend that. I know I
personally chose that route for the financial and other reasons.
And. You know I tell them I'm like hey I'm proof like I have a
degree I have a Master's but I decided not to spend as much
money and just do my four. You know it's possible like I'm
proof right. And so you know all is not lost just because you're
not in the top 15 percent of your class and you can't walk on
with a scholarship like that and still do it your dreams are still
achievable.
Jodee: [00:12:40] So can you really talk about some of the
strategies that you use to help each other. Remember I talked
about that transition strategy in terms of. Working with the

43. president is special ed you can see that. They might be
struggling with a student as they're trying to help them do a
transition process. So during that collaboration piece what does
that collaboration look like. How would you Help someone to
work through that.
Sped4: [00:13:13] I feel very spoiled because we have a great
transition spelled specialist on our campus so. I'm sure not
everybody. Has that same situation or can have that same kind
of relationship.
Sped4: [00:13:34] I don't know that I have a great answer for
you other than I can say there have been times where. I'm. You
know sort of breaking the news to the kid and it's like well do
you want to do I want to do you know. Who's going to do it. She
tends to be that person honestly that makes more of the phone
calls and more of the connections and runs the tours for some of
those vocational training things which is nice it takes that offers
me. And she'll do a lot of that coordination. So I don't have as
much of that heartache or a headache. But. So I I really I can't
unfortunately think of a good example of that.
Sped4: [00:14:30] It's just that you are able to communicate and
collaborate together and work together and you can you you see
that. OK we're going to provide the support services because
that's going to help the student get where they need to be. And
so it could be just heading things off at the pass before it gets to
the point.
Jodee: [00:14:56] What do you think makes the collaborative
process so successful. When you're when you're collaborating
with your with your transition specialist. What do you think
about that collaboration makes it makes it so successful?
Sped4: [00:15:14] Yeah. Well one. I mean honestly it's her
personality obviously she's you know she's a person that's very

44. easy to talk to. She's very knowledgeable. She's passionate. On
the personal side I feel the reason she is as she herself has a
daughter with Down's syndrome. And so I think she she knows
that she lives at her. Her daughter will be graduating this year
not the first time she. She knows it from both sides. And I think
that's why she's so passionate and so good at it. I would say
honestly if like. Going into another school another it's
Personality if you don't if you're a transition specialist and or
special ed teacher don't have the personality and the
wherewithal to to collaborate and to put. Personal differences
aside and focus on the student then it's not going to work no
matter what.
Jodee: [00:16:24] So it is kind of an unusual question but it's
certainly noteworthy to bring up and and. Was there ever a time
during a transition. Meeting or working or collaborating with
with someone else when you felt competitive.
Sped4: [00:16:48] Trying to think. I think the only times that
there's been people not on the same page is honestly parents
when the parents aren't necessarily on the same page as their
students. As far as myself the transition specialists I read were
on the kids side. I mean I will be honest to them if what they're
looking for is not. Realistic but sometimes even if what they
are. You know maybe the parents have a different idea. I have a
current student right now that desperately wants to go right to
university. He's pretty well set up to be asked to do that right
now. But parents don't feel that he should they want and too
many cause for so I don't know what ends. Or the parents. So
that that's been more of the struggle not necessarily within team
members that I work with.
Sped4: [00:18:47] Yeah I just have another one I can't believe I
forgot about a this one. He didn't know he was the Poor little
lost soul wasn't sure what he wanted to do. Thought he wanted
to be physical therapy or working in sports med tried some of

45. those elective classes and since got kind of turned on to
radiology wanted to do something with that. That was what our
transition specialists did in a past life. He was able to really
give them some good information. He's a senior now but he's
already enrolled in a program and it has a wait list. And so he'll
he's kind of like on the waitlist while he's doing his senior year.
And in addition there were a prerequisite he needed for that that
we offered as elective classes here on campus. So he's taking
those extra elective classes on campus as dual enrollment. And
so he's getting the credits and the Prereq's done. So then when
he graduates in May he's going to be able to transition into the
fall.
Jodee: [00:19:54] Let's say you've got a kid kind of going back
to what I talked about for the sake of a kid that's lacking great
social skills. How do you prepare them? Like working
collaboratively like what would be some of the things you could
do with the transition specialists to work to get back to where
they need to be because that's a hard thing you know teaching
self advocacy and all of that kind of stuff. So what could be
some things that you can do. You've got kids who are covered
under IDEA and K-12 and then all of a sudden ADA. How do
you help them work toward their goals?
Sped4: [00:21:15] Obviously they would have goals and or IEP
that would be geared towards that with the self-advocacy and
things like that. If a student qualified for speech or speech
services and I'm thinking somebody with like really bad social
skills may it might be likely that they age some social
pragmatics skills groups or something. Obviously than the
speech path would work and be involved in that in getting that
that is actually occurring with my kiddo that wants to go right
to university. But parents want him to go to community college
and it's because he is socially awkward although he's great
cognitively and academically his skills are really good. And so
the speech path is working with him in groups and doing in

46. social settings within the school. And we have goals written that
are geared towards that and how he will work on that and
improve his social skills with them in the classroom and
collaborating working with others.
Sped4: [00:22:27] I fortunately haven't been Blessed with a case
more severe than that. So I don't know. I think we would just
look at all of those things. I don't know. I don't personally know
of any other resources other than just like I said working and
the teachers in the class room teachers doing their part to write
and work on goals to improve social skills. Obviously you've
got to have parent buy in and have them helping at home too.
Jodee: [00:23:15] How would you determine the strategies when
collaborating with the transition specialists and best for the
kids? I think you know kind of tied that back to their goals. So
if you're going to if you're going to teach them. You know and
they keep going back to this IDEA versus ADA.
Sped4: [00:23:51] I have learned and it's why we will steer kids
towards a community college versus a university sometimes is
the Community colleges tend to. Provide more and be almost
almost as safe and comfortable as high school. And so for
students that are in more need of services their students that
tend to have more accommodations and modifications on their
current IEP but yet could still continue on to higher education
and be successful. Those are ones that we would. We work
together and talk about and talk up the additional services and
help them get registered and find their the office of service.
Sped4: [00:24:50] And you know do that and part of it like we
make them prove to us that they've gone with their parent. And
even though you know we tell them Mom Dad like sorry they're
only going to talk to your kid. However go with them make sure
and come back show us registered get you a lot of our goals for
some of things. They have to register and get their student ID

47. number show it to us. They need to take their active placer.
Jodee: [00:25:25] Can you describe the support process. During
the transition of a student. With ASD or with learning
disabilities. Anything like that going on higher ed. So what is
the process like?
Sped4: [00:25:51] Well it's the whole long process you know
like from the beginning from the time they're freshmen and they
come to us and intervene. What do you want and every year we
really do do that interview again. When I do the progress or
every quarter during their progress reports or especially towards
their transition goes hey is this still what you want to do. I've
had kids in the four years every year it's an entirely different
career choice. I've had to re-do the plan from beginning to end.
Every single time. You know it's all right. I'm like well try and
find yourself now in high school before college and you're
paying too much.
Sped4: [00:26:38] But go through that like I said then it's just
it's individualized to that kids that we keep up with them. We
help them. If it's if it they want vocational training we ensure
that they they actually enroll in it are attending it are doing it
though the vocational training people are invited to their
meetings. If that's not what they choose and they choose either
the college route whether the university or community college
you know like proof of registration like this. This is the step not
step and the goals are scaffolding working up to that. So I guess
that's the support process and there's always myself and the
transition specialist. We invite our counselors to our meetings
as well. So they're checking transcripts and grades are you on
track. OK you want University. They're the ones that are
helping because they kind of know exactly what universities are
looking for. So they're sort of their expert for that. So I mean
I'm learning a lot. What are some things I don't always know the
answer to but they do. And then our transition specialists and

48. she knows other stuff like I said she tends to be the one that
actually makes the phone calls the connections et cetera with
the vocational training schools and those kind of things and set
up tours. So then she's there to help with that. The kids get to
know all of us and just how they have of us as resources.
Jodee: [00:28:38] I'm going to go ahead and stop the recording
because you OK you answered the questions