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ERIC Number: ED521003
Record Type: Non-Journal
Publication Date: 2010
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-9923-5
A Survey Study of College Students with Disabilities and Their Involvement in the IEP/Transition Planning Process
Eddy, Steve Eugene
ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Charlotte
Educating students with disabilities gained national attention in 1975 with the passage of Public Law 94-142 the Education of All Handicapped Children Act. This law provided students with disabilities with equal access to the same free and appropriate education as students without disabilities, and mandated that schools provide students with disabilities with an individualized education program (IEP) to meet their academic goals. Beginning in the 1980's, researchers and policymakers (Halpern, 1985; Will, 1984) became concerned that students with disabilities were not making a successful transition to higher education or to adulthood. One post-school outcome where there has been a continuing discrepancy between students with and students without disabilities has been graduation rates from postsecondary educational settings (i.e., colleges and universities). Researchers have noted that self-determination skills are important for students to succeed in college (Brinckerhoff, 1993; Stodden, 2000). Ward (1988) indicated that people with disabilities should have the opportunity to make life decisions for themselves. With the reauthorization of PL 94-142 as the Individuals with Disabilities Education Act (IDEA) in 1990, educators and policymakers began to examine ways for students to participate in planning for their transitions from school to adult life. Because of the increased focus on transition and self-determination, researchers focused on how to get students more involved in their IEP/transition planning. With the convergence of attention on transition, self-determination, and post-school outcomes, including postsecondary education outcomes, a question emerges as to what degree students with disabilities who transition to college or university settings after high school demonstrate self-determination skills in postsecondary education settings? Do students who are taught self-determination skills in high school generalize those skills to postsecondary education settings? A primary approach to promoting self-determination skills is through teaching students to participate in their IEP/transition planning in high school (Test, Mason, Hughes, Konrad, Neale, & Wood, 2004), but there has been limited research on the relationship between participating in IEP/transition planning and self-determination in college. Therefore, the purposes of this study were to determine (a) how undergraduate college students with disabilities learned self-determination skills, (b) whether they reported themselves to be self-determined in college, and (c) whether a relationship exists between students participating in IEP/transition planning in high school and their self-reporting of being self-determined in their postsecondary education settings. Results suggested that participating in IEP/transition planning does have a positive relationship with the perceived self-determination of college students with disabilities. This means students reported that participating in IEP/transition planning helped them be self-determined in college. Results suggested a continuing need to encourage students to participate in their IEP/transition planning. Ideas for future research and implications for practice regarding self-determination in both high school and college are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act