Document Type

Dissertation

Degree

Doctor of Education

Major

Educational Practice

Date of Defense

6-20-2024

Graduate Advisor

Dr. Rebecca Jones

Co-Advisor

Dr. Lindsay Athamanah

Committee

Dr. Rebecca Jones

Dr. Shawn Woodhouse

Dr. Lindsay Athamanah

Abstract

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students with disabilities to inform practices of high school personnel involved with transition and higher education professionals supporting them. Using Kohler’s Transition Taxonomy 2.0 (2016), researchers sought to study the perspectives of eleven college students on their high school transition experiences in the areas of academic preparedness, self-advocacy skills, and experiences with college counseling. Each of the eleven participants took part in individual interviews designed to inquire about each of the above areas of focus. This paper confirms the study participants felt they were primarily passive participants in their Individualized Education Plan and their postsecondary transition planning process during high school. They also relied heavily on family support during the transition to postsecondary education. Participants also felt unprepared for the academic rigor of college due to the heavy modifications and support given in high school classes and their inexperience with time management. Students also desired more information from their high school transition team, IEP team, and counselors about support available for students with disabilities in college. Recommendations for high school transition practices and future opportunities for research are discussed.

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