Although the literature is clear that self-determination is an important component of the transition planning process for students with disabilities preparing for postsecondary education, further studies are needed to explore what self-determination strategies these students use to remain in college and successfully meet the challenges in postsecondary education settings. This article describes a study conducted with postsecondary education students in 2- and 4-year college settings to (a) identify skills that effective self-advocates use to ensure they stay in college and obtain needed supports and (b) identify the essential self-determination skills needed to remain and persist in college. Findings from the study and implications for postsecondary education and secondary education are discussed.

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This article describes the results of four regional focus groups comprised of 28 Virginian parents of adolescents with disabilities. The purpose of this study was to gain a deeper understanding of (a) Virginian families' experiences in transition planning, (b) family relationships with school professionals in the transition planning process, and (c) implications for policy and practice that promote and enhance the full participation of all families in transition planning. Based on the dialogue with family members in these focus groups, we found that parents of adolescents with disabilities consistently identified the quality of the relationship they had with service providers as the key factor that affected the family's involvement in transition planning. Based on the insights gained from this study and the existing literature, we designed a model that illustrates the potential positive or negative cycle that occurs as families and professionals interact around transition planning. This model can serve to evaluate and develop effective practices for involving families in the transition planning process.

Background There is a growing call for empirically based programming to support the success of students with autism spectrum disorder (ASD) as they transition to college. Aims The purpose of this study was to identify the needs and challenges faced by adolescents and young adults with ASD in postsecondary education. Methods A mixed methods approach was taken to explore the needs of college-bound and college-enrolled students with ASD. Primary stakeholders (i.e., parents, educators/support staff from secondary and postsecondary institutions, and students) participated in an online survey (n = 67) and focus groups (n = 15). Results Across the stakeholder groups, commonly identified areas of difficulty included limited interpersonal competence, managing competing demands in postsecondary education, and poor emotional regulation. There was a high degree of agreement across stakeholders in the identified needs and challenges. Implications Findings from this preliminary needs analysis will inform the development of programming to support students with ASD.

Empirically based, consumer-informed programming to support students with Autism Spectrum Disorder (ASD) transitioning to college is needed. Informed by theory and research, the Stepped Transition in Education Program for Students with ASD (STEPS) was developed to address this need. The first level (Step 1) supports high school students and the second level (Step 2) is for post-secondary students with ASD. Herein, we review the extant research on transition supports for emerging adults with ASD and describe the development of STEPS, including its theoretical basis and how it was informed by consumer input. The impact of STEPS on promotion of successful transition into college and positive outcomes for students during higher education is currently being evaluated in a randomized controlled trial.

College and university students with disabilities were surveyed to determine their levels ofsatisfaction with accessibility, special services, and accommodations at their schools. In addition, students were requested to identify barriers to postsecondary education, improvements in services, and otherconcems. Respondents generally expressed satisfaction with the services that they had received. However, the majority indicated that they had encountered barriers to their education, including a lack ofunderstanding and cooperation from administrators, faculty, staff, and other students; lack ofadaptive aids and other resources; and inaccessibility ofbuildings and grounds. Recommendations were made for improving the delivery of services and self-advocacy ofstudents with disabilities.

As the number of students with disabilities who are entering postsecondary education continues to rise, the need for their adequate preparation to successfully complete programs of study is a critical concern. A common characteristic of students who successfully enter and complete programs of study in postsecondary settings is that of having self-determination skills. This article discusses the results of a pilot study that implemented the self-determined learning model of instruction, modified for use in postsecondary education settings. Evaluation results are discussed with implications for further research.

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