Promoting self-determination for students with disabilities has proven to be a critical component of effective transition planning. However, researchers seldom consider race when promoting self-determination for people with disabilities. The purpose of the current phenomenological research investigation was to explore how Black youth with intellectual and developmental disabilities (IDD) and their families explain transition planning experiences that promote and hinder self-determination. We found that participants in the current study experienced some hurdles during their transition experiences that they perceive are rooted in systemic and structural racism and ableism that prompted advocacy, family engagement, inclusion, building knowledge of rights, and other emergent strategies to promote self-determination. Findings from the current preliminary investigation have implications for transition and self-determination research, as well as improving the quality of services and support for Black youth with IDD and their families.

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Special education teacher (SET) persistence and attrition have been investigated for several decades. However, there are several predictors for SETs’ intent to stay or leave that are yet to be investigated. Using Bandura’s social cognitive theory, we developed the Special Education Teacher Persistence in Teaching Survey (SETPTS) and examined multiple factors for SETs’ persistence in their careers despite a range of challenges they face. Ninety-six SETs at various stages in their careers completed the survey to understand the complex dynamics of persistence. Pearson product-moment correlation coefficient and hierarchical logistic regression analysis revealed factors correlated with teacher persistence, and barriers that may cause attrition. In the findings, we address ways to improve SET retention, as well as possible future directions for research, education policy, and practice for teacher preparation and retention.

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