Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis

Abstract

Student involvement is integral to transition planning for students with learning disabilities (LD). However, only a small body of research has examined the perspectives of high school students with LD related to this process. We conducted a systematic literature review and subsequent metasynthesis of 14 studies that met criteria and quality indicators for qualitative research in special education. Using a collaborative coding process, we identified five themes, including (a) differences in support from professionals, family, and peers for transition, (b) perspectives on transition planning vision, meetings, and documents (c) evaluation of transition activities related to academics and graduation, career, and college, (d) self-determination examples, barriers, and facilitators, and (e) awareness of influence that gender, race, and/or culture have on transition. We discuss implications for practice and future research.

The Experiences Of Three Students With Learning Disabilities as they Transition from High School to Postsecondary Education

“…Dropping out of PSE may exacerbate the existing negative trajectories experienced by individuals with LD after high school such as lower earning and higher unemployment relative to the general population (LDAC;PACFOLD, 2007). While researchers have examined students with LD transitioning out of high school (e.g., Eseadi, 2024), often to postsecondary institutions (e.g., Plasman et al, 2024), little research has examined the perspectives of high school students with LD specifically concerning this process and their experiences (see systematic review by Yeager & Morgan, 2023). Moreover, the authors were unable to locate a study that followed students with LD through this timeframe from high school graduation into PSE.…”