ERIC Number: EJ1079134
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 47
The Transition Experiences, Activities, and Supports of Four College Students with Disabilities
McCall, Zach A.
Career Development and Transition for Exceptional Individuals, v38 n3 p162-172 Dec 2015
An increased focus on expanding and synthesizing the transition evidence base, while important, should be supplemented with research highlighting the lived experiences of young adults with disabilities as they move from high school to adult roles. This study documents the experiences of four successful college students with varied disabilities (i.e., learning disability, blind, hearing impairment, attention deficit hyperactivity disorder). Analysis derived from a series of in-depth phenomenological interviews highlighted a range of informal transition supports they utilized in their transitions (e.g., self-advocacy, family support, inclusive high school programming), but just one participant described comprehensive and coordinated transition supports. Discussion topics include suggestions for transition teachers to better utilize students' informal supports.
Descriptors: College Students, Disabilities, Transitional Programs, Student Adjustment, Phenomenology, Interviews, Self Advocacy, Family Role, High Schools, Student Needs, Student Personnel Services, Self Determination, Individualized Education Programs, College Readiness, College Faculty, Teacher Competencies, Academic Accommodations (Disabilities)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: N/A