IMPLEMENTING PERSON-CENTERED PLANNING IN STEM TO ENHANCE SELF-DETERMINATION AND SELF-ADVOCACY FOR TRANSITIONING HIGH SCHOOL STUDENTS WITH DISABILITIES

This dissertation investigated person-centered planning as an evidence-based approach for high school students with disabilities. The primary objective of this research was first to determine the impact of person-centered planning on the development of self-advocacy and self-determination skills among high-functioning students with disabilities embedded in a special education STEM curriculum, and to explore students' perceptions of transition services. To address this objective, the study employed a Mixed-Methods Action Research Design, consisting of focus group interviews with 11th- and 12th-grade high school students with disabilities. This study drew on a transformative theoretical framework grounded in quality-of-life and communities-of-practice theories. Key findings of this study included that students who had instruction in person-centered planning improved in their self-advocacy and self-determination skills. Students were more likely to consider STEM careers when these approaches were embedded in the science curriculum. These findings also contributed to a deeper understanding of students' perceptions of transition services in a public education system. This research offers several implications for future practice by expanding person-centered planning in classroom settings. Ultimately, this dissertation advances knowledge of transition services within a high school special education environment, empowering students with disabilities to engage in self-advocacy and self-determination through tools derived from person-centered activities, action plans, and focus groups. Keywords: Individualized Education Program, person-centered planning, self-advocacy, self-determination, students with disabilities, transition services