The Transition from Secondary to

Postsecondary Education for

Students with Mild Disabilities

Maryjane C. BurdgeWalden University

Doctoral Study Project

Report of Findings to School CounselorsWisconsin

The Purpose The purpose of this research study is to perform a

single case study with local data,

collected from college students with disabilities, college staff members serving students with disabilities, and high school staff members who have served students with disabilities,

to determine what is working for students with disabilities and what needs improvement for

the successful transition from high school to college.

Goals Goals include greater transition success for

students with disabilities by:

enhancing communication between institutions; 

sharing resources and responsibilities;

redefining systems of support with curriculum implications.

Research Methods

Interviews with postsecondary individuals 8 college students with disabilities who

were served in county high schools and county technical college

2 college personnel currently serving students with disabilities

Focus Group with High School Special Educators - 5 members

High School Counselors Questionnaire - 4 members

Data Analysis Coding of Themes

HyperTRANSCRIBE and HyperRESEARCH

Member Checks – have I captured a true picture? Interviewees Focus Group members

Determine what is and is not working in transitions to one postsecondary institution within one County

Research Questions

What do students with mild disabilities need in terms of skill development and transition services that will help lead them to succeed in postsecondary institutions?

How can high school teachers and personnel at postsecondary institutions assist in this process?

Major Findings School Counselors are not as involved with

Students with Disabilities who are applying to and enrolling in postsecondary options at area colleges when compared to the rest of the high school population

Special Education Teachers are most often responsible for the application to, enrollment of, and communication with postsecondary options as students with disabilities move to area colleges

Additional Findings

Lack of school counselor participation with students with disabilities in all ranges of disabilities

School counselors present to groups of students about postsecondary opportunities but no focus on the students with disabilities who plan to attend college

Lack of understanding the school counselor role in SWD and the postsecondary process – hands off at times

Willingness among school counselors to participate in transition of SWD and gathering more information

Additional Findings

Inconsistent use of Summary of Performance with the technical college

Not filled out with what works with/for a student Families contact the technical college directly and

don’t include the special educator in on the process Filled in to complete the paperwork rather than to

fulfill the purpose of the next system working with the student

Older student who has decided to attend the technical college so SoP is out of date or was never done

Additional Findings

Incomplete communication between institutions

Teachers/counselors not aware of the academic demands of technical college, students not at college level

Students, at times, not prepared with self-determination skills

No recent evaluation of a student with a documented disability – less access to services

Lack of awareness in families between rights under ADA compared to IDEA

Additional Findings

Comparison of High School to College

All 8 students interviewed find college instructors approachable and adaptable to varied learning needs – to a greater degree than HS teachers

All 8 students had to take one or more remedial courses in college to increase their reading level, math level, and writing level to take on college demands

There is more availability of assistive technology devices in the college than in high school but students reluctant to use it – something else to learn

Bright Spots Students speak of their high school special

education teachers with fondness, felt cared about

Students attending the technical college have greater self-advocacy skills in the last 10 years

The technical college is a hands on institution where students with disabilities are flourishing and finishing

Passion for students and their success was expressed by teachers, school counselors, and college officials

Surprises Approachability of college instructors to adapt

to student needs

Clear understanding of their personal disability by students

Avoidance of assistive technology devices – don’t want to learn how to use one more thing

Goal orientation to get skills to the level needed to take regular classes

Novelty of being able to come and go on campus

Qualitative Research

Can not necessarily transfer to other venues

Is limited in scope because of the narrative conversations

Can establish a basis for conducting a Quantitative Research study on a similar topic to gain further information

Implications for the Future

Statewide Task Force on the Summary of Performance already operational

Models of online modules for a variety of professionals available at the IRIS website out of Vanderbilt University

High Schools should offer a full range of activities for families as they transition to new services beyond K-12 environments

Opportunities for Change

Work with the County TAC to foster:

Continued communication between institutions

Add representatives from school counselors as an additional resource

Explore the option of a transition/college success class to be offered at technical college under Youth Options or another means

Goals of the Project

Build the background knowledge of school counselors as to their roles and responsibilities in the transition process of students with disabilities

Create a partnership between special educators and school counselors in serving students with disabilities within a high school setting

Utilize the knowledge of school counselors about postsecondary enrollment requirements in order to assist families of students with disabilities

Ensure that school counselors provide equitable services to all students in their respective high school