Strategies for Transition to Postsecondary Educational Settings

Abstract

MAY 2005The goals for this article are consistent with common models of delivering services to students with disabilities in high school and postsecondary educational settings. In the broadest sense the goal is to help teachers and other service providers recognize their roles to ensure that students consider educational opportunities available once they complete their high school requirements and are prepared. More specifically, this article has four objectives:• To assist teachers in preparing students for the academic and social demands of the postsecondary setting.• To increase students' awareness of their options in postsecondary educational settings.• To help teachers evaluate with their students the educational choices available.• To describe the organization of student services in postsecondary settings.The article first builds the case for why a larger portion of the LD population should value and utilize postsecondary educational opportunities. The case can be made quite simply that one's quality of life has many dimensions and that the level of educational attainment can contribute positively to those multiple dimensions. These opportunities do not occur by accident but, rather, require planning and preparation. Thus, the planning process and the need to involve many disciplines in repeated monitoring efforts are points of emphasis.Our findings reveal a postsecondary setting that generally is quite a contrast to the secondary setting. The contrasts are in the available services, the role of the LD specialist, the legal protections, and the demands of the setting on the student.

Specific Learning Disorders in Higher Education: The University of Arizona case study

“…Students with SpLDs are not always at ease in new, different situations and far from their 'comfort zone'. This is especially important in the transition period between secondary and postsecondary educational settings, when greater demand for students' self-reliance is required (Mellard, 2005). A shift in responsibility from special educators and parents to the students themselves is required in the academic context, with regard to obtaining information and advocating for services.…”

A qualitative case study investigating the graduation and job placement outcomes of college students with autism spectrum disorder : implications for higher education leaders

“…ASD is characterized by difficulty adjusting to change (APA, 2000), and these students are faced with many changes ranging from unfamiliar surroundings to new rules. According to Mellard (2005), many students with disabilities are not emotionally prepared to handle the rigor of college course work.…”

“…According to Dona and Edminster (2001), faculty have little understanding of ADA and a student's rights to accommodations at the university setting. Students with disabilities may experience challenges from faculty such as negative attitudes regarding students with disabilities (Garrison-Wade & Lehmann, 2007;Mellard, 2005), misconceptions about their skills and abilities (Kochhar-Bryant, Bassett, & Webb, 2009), and a general lack of sensitivity (Burgstahler, Crawford, & Acosta, 2001;Garrison-Wade & Lehmann, 2007).…”