A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings

Abstract

This study examined the relationship between high school transition preparation (school and family based) and selfdetermination among postsecondary students with disabilities. Seventy-six participants from 4-year universities completed a two-part online survey. The first part of the survey measured three dependent variables: psychological empowerment, hope, and locus of control. The second part measured the independent variable quality of high school transition preparation. Correlational analyses were conducted between the quality of a student's high school transition preparation and perceived self-determination (i.e., psychological empowerment, hope, and locus of control). Although significant correlations existed among the scales used to measure self-determination, the relationships between high school preparation and the role of families and self-determination was of interest.Keywords family involvement, self-determination, postsecondary education, student-focused planning, correlation researchThe 1990 reauthorization of the Individuals With Dis abilities Education Act (IDEA) for the first time ensured greater student involvement in transition planning, which has lead to an increased focus on "engaging students in the transition and education planning as a means to promote self-determination" (Wehmeyer & Field, 2007, p. 47). The 2004 reauthorization strengthened the inv olvement of students by adding the consideration of student strengths to the previously mandated focus on preference, interests, and needs when developing the transition plan (Konrad, Walker, Fowler, Test, & Wood, 2008). The 2004 reauthorization also added language requiring the development of measurable postschool goals in the areas of employment, education/training, and, if appropriate, independent living. In addition, under IDEA 2004, states are now compelled to report student postschool outcome performance (Individuals With Disabilities Education Imp rovement Act, 2004), thereby amplifying the importance of tying transition planning and services to student postschool success. National organizations have acknowledged the need to increase student participation in postsecondary education and addressed that need by advocating for improved high school transition services, including instruction and opportunities to increase student self-determination (National Council on Disability, 2004aDisability, , 2004b.Despite these efforts, the National Longitudinal Transition Study-2 (NLTS-2) has indicated that although the rates of college enrollment for out-of-school youth with disabilities have improved over the past 20 years, outcomes fall far below those of their peers without disabilities (Blackorby & Wagner, 1996; Wagner, Newman, Cameto, Carza, & Levine, 2005). Most recently, it was reported that 31% of youth with disabilities had enrolled in postsecondary coursework at vocational/trade schools, 2-year or community colleges, or 4-year colleges. Of those enrolled in post secondary settings, the largest percentage (19%) was enrolled in 2-ye...

Post-secondary apprenticeships for youth: Creating opportunities for high demand employment1

“…When provided self-determination instruction people with disabilities are more self-determined (Wehmeyer, Palmer, Lee et al, 2011) and have higher rates of successful postsecondary (Morningstar, Frey, Noonan et al, 2010) and employment outcomes including higher wages and increased likelihood of receiving benefits such as vacation, sick leave and health care (Wehmeyer & Bolding, 1999;Wehmeyer & Palmer, 2003;Wehmeyer & Schwartz, 1997).…”

Students with Physical Disabilities - Reflections on their Experiences with Work Preparation Programs, Services and Accommodations in a Higher Education Institution

“…In particular, secondary educators may not include activities that will build the self-determination skills of students with disabilities during transition planning (Thoma & Getzel, 2005). As previously described, the nature of the IDEA does not require high school students to become actively involved in the process of determining accommodations nor do they have to get involved in meaningful ways (Morningstar et al, 2010;DaDeppo, 2009). Madaus and Shaw (2004) questioned whether secondary education providers have a true understanding of what students need at the higher education level in terms of advocating for themselves and securing accommodations.…”

“…Their participation and role as gatekeeper was particularly important, because information about students with disabilities is typically held in strict confidence (Morningstar et al, 2010). Further, students must self-identify in this office as having a physical disability in order to be eligible to receive accommodations and the DRC had all the records of the students participating in the study.…”

“…6) Students may also benefit from opportunities to practice some of the skills that will help them as college students, including time management, study strategies, and organization skills (Fier & Brzezinski;Morningstar et al, 2010;Garrison-Wade & Lehmann, 2009). In their study of academically successful college students with disabilities, Anctil, Ishikawa, and Scott (2008) suggested that conflict resolution training that is specific to the process of requesting accommodations would be useful at the secondary level and further on.…”

“…11) To further assist with the transition process, research could be done for career and disability resources centers staff to find ways to begin to have conversations with parents about how their roles will change at the higher education level (Fier & Brzezinski;Morningstar et al;Shaw, 2009), so that they are better prepared to handle their students' transition from high school to college and become partners in preparing their students with disabilities for self-advocacy and ownership in the accommodations process.…”