ERIC Number: ED477209
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Moving On: The Two-Four Step. How Students with Disabilities Can Transition from 2 to 4 Year Colleges.
Washington Univ., Seattle.
This guide offers suggestions to postsecondary students with disabilities for successfully managing the transition from a two-year to a four-year college. Data are offered showing that fewer students with disabilities attend postsecondary institutions and, of those, fewer attend four-year institutions and eventually earn bachelors degrees. A survey of 119 students with disabilities attending two-year colleges found they had concerns in differences in disabled student services, inadequate financial support, the transferring process, housing/transportation, personal/family issues, and differences in academic requirements. A survey of disabled student service staff from 351 institutions of higher education identified such challenges as differences in academic requirements and inadequate self-advocacy skills. Students are urged to understand these challenges and then take the following steps: (1) map your path (plan the transition); (2) make a map (ask yourself key questions); (3) learn about your options (identify characteristics of a desired school or program); and (4) look ahead (plan for your transition to the work force). The paper also describes a related videotape and the University of Washington DO-IT project. (DB)
Descriptors: College Admission, College Choice, College Transfer Students, Disabilities, Higher Education, Self Evaluation (Individuals), Student Needs, Student Personnel Services, Transitional Programs, Two Year Colleges
DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670 ($25 for videotape). Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: firstname.lastname@example.org. For full text: http://www.washington.edu/doit/Brochures/PDF/24.pdf.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.; Department of Education, Washington, DC.
Authoring Institution: Washington Univ., Seattle.
Note: Support also provided by the State of Washington, Seattle, WA. Accompanying videotape not available from ERIC.