Quality of High School Transition Preparation Survey

Morningstar, Mary E.; Frey, Bruce B.; Noonan, Patricia M.; Ng, J J; Clavenna-Deane, Beth; Graves, Perry; Kellems, Ryan O.; McCall, Zach; Pearson, Mary; Wade, Diana Bjorkman; Williams-Diehm, Kendra

doi:10.1037/t37187-000

Cited by 4 publications

(5 citation statements)

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“…Students' preparation for self-advocacy is perceived as a great weakness of current transition services (Janiga & Costenbader, 2002;Morningstar et al, 2010). One study in this review suggested that students with SLD have lower self-advocacy skills than those without SLD (Layton & Lock, 2003).…”

Section: Discussionmentioning

confidence: 95%

Self-Determination and Academic Success of Students With Disabilities in Postsecondary Education: A Review

Song

Zeng

Landmark

2017

Journal of Disability Policy Studies

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Enrollment of students with disabilities in postsecondary education has been increasing rapidly over the past few decades. According to the National Center for Education Statistics, the percentage of postsecondary students with documented disabilities was 6% in 1995 versus 11% in 2011 (Riccobono et al., 1997; Snyder & Dillow, 2015).Similarly, comparing postsecondary school enrollments for youth with disabilities between 1990 and 2005, Newman, Wagner, Cameto, Knokey, and Shaver (2010) reported that enrollment rates for all types of postsecondary education (e.g., 4-year college, 2-year or community college, and vocational, business, or technical school) increased significantly from 26% in1995 to 46% in 2005. In the National Longitudinal Transition Study-2 (NLTS-2), 55% of young adults with disabilities were reported to have attended postsecondary school since leaving high school (Newman et al., 2011). Legislative mandates require accessibility to postsecondary education for students with disabilities. Specifically, the reauthorized Individuals With Disabilities Education Improvement Act (IDEIA) of 2004 requires that schools prepare students with disabilities for "further education." Provisions in the Higher Education Opportunities Act of 2008 (PL 110-3145) further expanded postsecondary education opportunities for students with disabilities by developing and improving postsecondary programs and extending federal financial aid opportunities for students with disabilities to attend postsecondary institutions (Council for Exceptional Children, 2008). Despite the growing number of students with disabilities in postsecondary education, evidence suggests that many students with disabilities in postsecondary education have difficulty in completing their programs. For example, more data from NLTS-2 indicated that students with disabilities had lower rates (34%) of 4-year college completion than their nondisabled counterparts (51%; Newman et al., 2011). Furthermore, the completion rates of any postsecondary education by students with disabilities is more than 10% lower for students with disabilities (41%) than for students without disabilities (52%; Newman et al., 2011). Students with disabilities face unique challenges when transitioning to postsecondary education, where they are responsible for requesting and managing accommodations by self-disclosure (Finn, Getzel, & McManus, 2008; Newman & Madaus, 2015). Twenty-four percent of college students who had received special education services in 739402D PSXXX10.1177/1044207317739402Journal of Disability Policy StudiesJu et al.

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Section: Discussionmentioning

confidence: 95%

Self-Determination and Academic Success of Students With Disabilities in Postsecondary Education: A Review

Song

Zeng

Landmark

2017

Journal of Disability Policy Studies

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“…Students with LD are significantly more likely to exhibit problems with social skills and engage in risk behaviors than are their nondisabled peers, which places students with LD at greater risk of dropout (Kavale & Forness, 1996;Svetaz, Ireland, & Blum, 2000). By contrast, positive individual skills and dispositions such as exhibiting high levels of self-determination, self-concept, and self-advocacy may promote high school completion among students with LD (Morningstar et al, 2010;Murray & Naranjo, 2008). This study examines the relative importance of multiple individual risk and promotive factors in the likelihood of school dropout among students with LD.…”

Section: Individual Factorsmentioning

confidence: 99%

Salient Predictors of School Dropout among Secondary Students with Learning Disabilities

Doren

Murray²,

Gau

2014

Learning Disabilities Research & Practice

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The purpose of this study was to identify the unique contributions of a comprehensive set of predictors and the most salient predictors of school dropout among a nationally representative sample of students with learning disabilities (LD). A comprehensive set of theoretically and empirically relevant factors was selected for examination. Analyses were conducted to explore the unique contribution and relative importance of these factors in predicting dropout. Results indicated that the most salient predictors of school dropout included a set of malleable individual (grades, and engagement in high‐risk behaviors), family (parent expectations), and school (quality of students’ relationship with teachers and peers) factors. The findings validate multicomponent dropout prevention and intervention models for this population while at the same time illuminating specific key components that appear to be of particular importance in school dropout among students with LD.

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“…In addition, researchers have documented the relationships among student self-determination, parent involvement, and students' transition to postsecondary education from the perspectives of educators and parents (Fullarton & Duquette, 2015;Morningstar et al, 2010;Zhang et al, 2002Zhang et al, , 2010. Students whose families were involved more often in transition planning when they were in secondary schools demonstrated higher self-advocacy in postsecondary education (Morningstar et al, 2010). Fullarton and Duquette (2015) interviewed five families of students with LD to understand the roles of parents, students, and teachers during the transition process from high school.…”

Section: Research-article2022mentioning

confidence: 99%

Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities

Zeng

Song

Hor

2022

Learning Disability Quarterly

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This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students’ transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative analyses were conducted to examine students’ participation in secondary transition, self-determination behaviors, and parental influences on students’ self-determination. The findings identified five important self-determination behaviors (i.e., postsecondary education goal setting and attainment, self-advocacy, being autonomous, self-awareness, and decision-making) students demonstrated in secondary transition. Four themes pertain to parental influences on student self-determination, including encouraging students to be advocates, fostering students’ academic competency, showing moral support and high expectations, and providing opportunities for students to make decisions. Recommendations for engaging parents to promote student self-determination are provided.

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Quality of High School Transition Preparation Survey

Cited by 4 publications

References 0 publications

Self-Determination and Academic Success of Students With Disabilities in Postsecondary Education: A Review

Self-Determination and Academic Success of Students With Disabilities in Postsecondary Education: A Review

Salient Predictors of School Dropout among Secondary Students with Learning Disabilities

Parental Influences on Student Self-Determination: Perspectives of College Students With Learning Disabilities

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