Program
Education K-12 M.A.
Number of Pages
61
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Julie Winn
Abstract
Students with mild disabilities are transitioning from high school into the world of work inadequately prepared, even after completing the required transition measures laid out in their Individual Education Programs (IEPs). The transition gap could be remedied by increasing experiential learning opportunities within the core curriculum. Foundational educational psychology and cognitive science validate the use of experiential teaching pedagogies. However, less is written about the use of experiential learning methods in special education and their ability to better prepare students with disabilities (SWD) for this transition. The benefits of experiential learning teaching strategies, such as their propensity to build students' self-determination, can apply to whole-school or district programs; however, programs that focus on giving students real experience have historically been less desirable than academic tracks. Furthermore, the schoolwide implementation of these measures should be thoroughly reviewed to identify best practices and address the sociocultural intricacies at play. This literature review seeks to understand better the instructional frameworks intended to strengthen successful transitions from high school to postsecondary options for students with mild disabilities, and to suggest pedagogies that may yield the most positive results for this population. Additionally, this thesis addresses the systemic barriers in postsecondary education encountered by individuals with disabilities. Ultimately, this review anchors secondary special education in a holistic, applied teaching pedagogy that not only helps students envision a successful future but also develops the self-determination to confront and navigate societal barriers beyond the classroom.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Chovan-Spence, L. (2026). Engaging Exceptional Learners: Applied Learning Frameworks as a Foundation for Autonomy in Secondary Special Education [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1306
Terms of Use and License Information
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