The Transition From High School to Postsecondary Education for Students with Learning Disabilities

Janiga, Sandra J.; Costenbader, Virginia

doi:10.1177/00222194020350050601

Cited by 106 publications

(74 citation statements)

References 4 publications

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“…Multiple researchers have found that selfadvocacy is critical in the transition to, and persistence through, postsecondary education (Adams & Proctor, 2010;Daly-Cano, Vaccaro & Newman, 2015;Getzel & Thoma, 2008;Hadley, 2006;Janiga & Costenbader, 2002;Thoma & Wehmeyer, 2005;Webster, 2004). Despite these benefits, some students with disabilities come to college unprepared to self-advocate because of past reliance on parents, special education teachers, and a secondary school system that did not require self-advocacy (Janiga & Costenbader, 2002).…”

Section: Self-advocacymentioning

confidence: 99%

“…Despite these benefits, some students with disabilities come to college unprepared to self-advocate because of past reliance on parents, special education teachers, and a secondary school system that did not require self-advocacy (Janiga & Costenbader, 2002). Daly-Cano et al (2015) found some students with disabilities proactively self-advocated, while others reactively or retrospectively selfadvocated only after a negative incident or failure occurred.…”

Section: Self-advocacymentioning

confidence: 99%

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A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

Vaccaro¹,

Daly-Cano²,

Newman³

2015

csd

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Higher education research suggests that the development of a sense of belonging is key to academic success and persistence, yet we know little about how first-year students with disabilities develop a sense of belonging as they transition into and through their first year in postsecondary environments. Themes from a grounded theory study of 8 college students, most of whom had invisible disabilities, provided the foundation for an emerging model of belonging. Student narratives suggest there are interconnections between the development of a sense of belonging, self-advocacy, social relationships, and mastery of the student role for first-year students with disabilities.

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Section: Self-advocacymentioning

confidence: 99%

Section: Self-advocacymentioning

confidence: 99%

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

Vaccaro¹,

Daly-Cano²,

Newman³

2015

csd

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“…Once youth with disabilities exit high school, they are typically referred to adult service agencies that have not collaborated with special education programs to design a "seamless" transition for these young adults (Certo, et al, 2003;Hasazi, Furney, & DeStefano, 1999). Other barriers to successful post-school planning include not having the opportunity to discuss post-school plans with professionals, not being involved in the Individualized Education Plan (IEP) process, and not receiving career development services that assist in transition (Hitchings, et al, 2001;Hitchings, Retish, & Horvath, 2005;Janiga & Costenbader, 2002).…”

Section: Among Many Others)mentioning

confidence: 99%

Factors Related to Early Termination From Work for Youth With Disabilities

Pebdani

2014

The Australian Journal of Rehabilitation Counselling

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This study of young adults with disabilities in transition explored what factors contributed to young adults with disabilities terminating early from a transition program. Data from 6,227 young adults with disabilities aged 17–22 living in one of eight major metropolitan areas in the United States were utilised (58.7% of the sample were male, 63.1% were African-American, and 71.4% had a learning disability). All participants were enrolled in a school-to-work transition programme in which service providers place students into paid internships. Service providers at the eight sites collected data while working with participants, and then collected follow-up data at three and twelve months post-programme completion or termination. Hierarchical Linear Modelling was used to explore how personal factors impacted early termination, while controlling for variation at the site level. Results showed the three main reasons for early termination from work to be: programme initiated termination, interpersonal conflicts with coworkers or supervisors and transportation issues. Additionally, the multilevel model that controlled for variance at the site level demonstrated that Asian-American young adults with disabilities were less likely to terminate early from work. These results can help individuals who work with young adults with disabilities, provide supplemental services to students who may need additional assistance to succeed in a transition programme.

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“…In their study of transition between high school and college for students with learning disabilities, Janiga and Costenbader (2002) note the differences in academic structure between high school and college. College classes are generally larger and meet less frequently, requiring students to work independently.…”

mentioning

confidence: 99%

“…Extending the extant research on self-advocacy and students with disabilities (see Cullen, Shaw & McGuire, 1996;Finn, 1999;Hadley, 2006;Janiga andCostenbader, 2002: Scott 1990;and Vogel & Reder, 1998), this study explored the experience of students in three structured learning disabilities programs, focusing on students' development of self-advocacy. This emphasis on students involved in a specific type of learning disabilities program represents a new direction for research in college students with learning disabilities.…”

mentioning

confidence: 99%

Developing self-advocacy : the experience of college students in structured learning disabilities programs

Miller¹

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The number of students with disabilities arriving on college and university campuses is increasing. Of those students reporting a disability, over half of them state they have a learning disability. Unlike high school, the burden is on the student in college to demonstrate the need for services and communicate this need to the institution in a timely manner. It is therefore essential that students possess adequate self-advocacy skills to receive the services they need to be successful. This study describes three U.S. Students' academic experience is grounded in the environment of the learning disabilities program and the broader campus climate of the university. Interviews with students and university personnel confirmed that students in these programs do exhibit a sense of self advocacy. Conversations with faculty, the original focus of this study, were considered a less important factor in students' development of communication skill than conversations with tutors. Self-efficacy and motivation emerged as essential foundational components of self-advocacy. However, students' development of interdependence did not occur in the way outlined by Chickering and Reisser's third vector. At all three institutions discussed, the atmosphere was one of acceptance and support rising from a long history

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The Transition From High School to Postsecondary Education for Students with Learning Disabilities

Cited by 106 publications

References 4 publications

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

A Sense of Belonging Among College Students With Disabilities: An Emergent Theoretical Model

Factors Related to Early Termination From Work for Youth With Disabilities

Developing self-advocacy : the experience of college students in structured learning disabilities programs

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