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The Transition from Secondary to
Postsecondary Education for
Students with Mild Disabilities
Maryjane C. BurdgeWalden University
Doctoral Study Project
Report of Findings to School CounselorsWisconsin
The Purpose The purpose of this research study is to perform a
single case study with local data,
collected from college students with disabilities, college staff members serving students with disabilities, and high school staff members who have served students with disabilities,
to determine what is working for students with disabilities and what needs improvement for
the successful transition from high school to college.
Goals Goals include greater transition success for
students with disabilities by:
enhancing communication between institutions;
sharing resources and responsibilities;
redefining systems of support with curriculum implications.
Research Methods
Interviews with postsecondary individuals 8 college students with disabilities who
were served in county high schools and county technical college
2 college personnel currently serving students with disabilities
Focus Group with High School Special Educators - 5 members
High School Counselors Questionnaire - 4 members
Data Analysis Coding of Themes
HyperTRANSCRIBE and HyperRESEARCH
Member Checks – have I captured a true picture? Interviewees Focus Group members
Determine what is and is not working in transitions to one postsecondary institution within one County
Research Questions
What do students with mild disabilities need in terms of skill development and transition services that will help lead them to succeed in postsecondary institutions?
How can high school teachers and personnel at postsecondary institutions assist in this process?
Major Findings School Counselors are not as involved with
Students with Disabilities who are applying to and enrolling in postsecondary options at area colleges when compared to the rest of the high school population
Special Education Teachers are most often responsible for the application to, enrollment of, and communication with postsecondary options as students with disabilities move to area colleges
Additional Findings
Lack of school counselor participation with students with disabilities in all ranges of disabilities
School counselors present to groups of students about postsecondary opportunities but no focus on the students with disabilities who plan to attend college
Lack of understanding the school counselor role in SWD and the postsecondary process – hands off at times
Willingness among school counselors to participate in transition of SWD and gathering more information
Additional Findings
Inconsistent use of Summary of Performance with the technical college
Not filled out with what works with/for a student Families contact the technical college directly and
don’t include the special educator in on the process Filled in to complete the paperwork rather than to
fulfill the purpose of the next system working with the student
Older student who has decided to attend the technical college so SoP is out of date or was never done
Additional Findings
Incomplete communication between institutions
Teachers/counselors not aware of the academic demands of technical college, students not at college level
Students, at times, not prepared with self-determination skills
No recent evaluation of a student with a documented disability – less access to services
Lack of awareness in families between rights under ADA compared to IDEA
Additional Findings
Comparison of High School to College
All 8 students interviewed find college instructors approachable and adaptable to varied learning needs – to a greater degree than HS teachers
All 8 students had to take one or more remedial courses in college to increase their reading level, math level, and writing level to take on college demands
There is more availability of assistive technology devices in the college than in high school but students reluctant to use it – something else to learn
Bright Spots Students speak of their high school special
education teachers with fondness, felt cared about
Students attending the technical college have greater self-advocacy skills in the last 10 years
The technical college is a hands on institution where students with disabilities are flourishing and finishing
Passion for students and their success was expressed by teachers, school counselors, and college officials
Surprises Approachability of college instructors to adapt
to student needs
Clear understanding of their personal disability by students
Avoidance of assistive technology devices – don’t want to learn how to use one more thing
Goal orientation to get skills to the level needed to take regular classes
Novelty of being able to come and go on campus
Qualitative Research
Can not necessarily transfer to other venues
Is limited in scope because of the narrative conversations
Can establish a basis for conducting a Quantitative Research study on a similar topic to gain further information
Implications for the Future
Statewide Task Force on the Summary of Performance already operational
Models of online modules for a variety of professionals available at the IRIS website out of Vanderbilt University
High Schools should offer a full range of activities for families as they transition to new services beyond K-12 environments
Opportunities for Change
Work with the County TAC to foster:
Continued communication between institutions
Add representatives from school counselors as an additional resource
Explore the option of a transition/college success class to be offered at technical college under Youth Options or another means
Goals of the Project
Build the background knowledge of school counselors as to their roles and responsibilities in the transition process of students with disabilities
Create a partnership between special educators and school counselors in serving students with disabilities within a high school setting
Utilize the knowledge of school counselors about postsecondary enrollment requirements in order to assist families of students with disabilities
Ensure that school counselors provide equitable services to all students in their respective high school