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ERIC Number: ED537291
Record Type: Non-Journal
Publication Date: 2011
Pages: 278
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-8579-5
ISSN: N/A
Transition Skills of First-Year College Students with Learning Disabilities
Peters, Janis
ProQuest LLC, Ed.D. Dissertation, Walden University
The lifelong challenges for the individual with learning disabilities are unique, dynamic, and evident as the number of these students enrolling in postsecondary education increases. The increase underscores the importance of the transition process, which can present challenges and reinforces the need for secondary and postsecondary educators to understand the significance of supporting students to develop and use transition skills. This study was an investigation of the transition skills that first-year college students with learning disabilities at considered important and used as they moved from secondary to postsecondary education. The theoretical framework for this study was based on Schlossberg's transition theory. Research questions focused on: (a) the academic and social skills that students with learning disabilities use as they transition from high school to college, (b) the academic and social skills students with learning disabilities consider to be the most important as they transition from high school to college, and (c) the ways in which academic and social transition skills helped students with learning disabilities adjust to college. The instruments used for this study included interviews, a transition skills checklist, and transition knowledge and skills statements. The interviews were analyzed using manual coding, and the other 2 instruments were analyzed using descriptive statistics. Time management, self-advocacy, and cognitive skills were ranked the most important transitions skills. The Transition to College Program was developed to provide direct instruction in the named transition skills. This study will contribute to social change by increasing the numbers of students with learning disabilities who persist to graduation. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A