Doctoral Candidate Brochure: Dylan J. David
Doctoral Dissertation Defense
of
Dylan J. David
For the degree of
Doctor of Philosophy
Special Education
A Statewide Examination of Pre-Service Training for Transition Planning and Programming to Students With Disabilities
March 24, 2026
3:00 p.m.
White Hall 408
A Statewide Examination of Pre-Service Training for Transition Planning and Programming to Students With Disabilities
Transition planning and programming (TPP) is a required component of special education under the Individuals with Disabilities Education Act (IDEA). However, research shows that many new special educators feel underprepared to implement evidence-based transition practices that support students with disabilities as they move from school to adult life. This study examined how special education teacher preparation programs at Ohio’s 13 public universities address transition planning and programming. Data were collected through analysis of 67 course syllabi and a faculty questionnaire aligned with the CEEDAR Center’s Essential Components of Transition framework. Findings showed that transition-related instruction was present across programs but varied in depth and consistency. Student-focused planning and student development were addressed more consistently, while family involvement and interagency collaboration appeared less frequently at higher levels of instruction. These results highlight opportunities for teacher preparation programs to strengthen transition preparation and better equip future educators to support students’ postschool success.
About the Candidate
Dylan J. David
M. Ed., Special Education
Kent State University, 2021
B.S Ed., Special Education
Ashland University 2019
Dylan has over 6 years of experience working in the field of education at the K-12 level. He has worked as a Job Training Coordinator (CTE Teacher), Emotionally Disturbed Intervention Specialist at the middle and high School level, and currently serves as a Principal at the secondary level. His current research interests focus on strategies that effectively enhance students with disabilities ability to transition from school into adulthood and the workforce, as well as special education teacher preparation.
Doctoral Dissertation Committee
Director
Andrew Wiley, Ph.D
Professor
School of Lifespan Development and Educational Sciences
College of Education, Health and Human Services
Members
Darlene Unger, Ph.D
Professor,
School of Lifespan Development and Educational Sciences
College of Education, Health and Human Services
Outside Program Area
Mykal Leslie, Ph.D., CRC
Executive Director
Human Development Institute
University of Kentucky
Graduate Faculty Representative
Bradley Morris, Ph.D.
Associate Professor
School of Lifespan Development and Educational Sciences
College of Education, Health and Human Services