Post-secondary transitions for students with high-incidence disabilities

Date of Award

2017

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services Psychology

Advisor/Chair

Advisor: Susan Davies

Abstract

The transition from high school to post-secondary life is especially difficult for students with high-incidence disabilities. The purpose of the present study was to examine the educational experiences of students with high-incidence disabilities, such as ASD, specific learning disability, and ADHD, who received post-secondary transitional services. Participants included (n = 25) seniors in high school with current IEPs, who completed questionnaires regarding their experience with post-secondary transitional services and were interviewed after graduation to share their perceptions of the process and services they received to prepare them for post-secondary life. Results suggest that participants perceive themselves as prepared for their post-secondary goals both before graduation and during the fall after graduation; however, they do not attribute their readiness to the services received in school. Implications for practice and future research are discussed.

Keywords

Learning disabled Services for, High school graduates, Adulthood, Life skills, People with mental disabilities Services for, Psychology, Post-Secondary Transitions, Special Education, High-Incidence Disabilities, School Psychology, High School

Rights Statement

Copyright © 2017, author

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