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The Path to College: Transition Experiences of Students with Disabilities

Ressa, Theodoto Wafula
http://orcid.org/0000-0002-2061-2368
http://rave.ohiolink.edu/etdc/view?acc_num=osu1462887244

Abstract Details

2016, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The rate of students with disabilities transitioning to college remains low in comparison to peers without disabilities despite the greater prospects college provides them to lead a productive life. Also, they face educational barriers because of non-inclusive schoolwide cultures, different transition models in different states, inadequate implementation of individualized education programs (IEP), and little focus on college education despite the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 designating college as one of the postsecondary transition options. The omission of college option in the implementation of individualized transition program (ITP) contributes to insufficient transition goals that lead to low rate of students with disabilities that transition to college, which again lead to high numbers of students that become vulnerable to economic and social vagaries. Moreover, most of the ongoing education system reforms are less informed by the insights of students with disabilities thus providing incomplete information essential to significantly improve education systems and processes. Hence, this research study was to gain a clearer understanding of the facilitative and inhibitory influences on students with disabilities P12 through college transition from their perspectives. It adopted a qualitative interpretivist paradigm, disability studies in education framework, and a descriptive qualitative interviewing approach, and involved eight undergraduate students with disabilities who were sampled and interviewed based on the funnel approach. Findings showed that individual, institutional, instructor, peer, and family-related factors were sources that either undermined and/ or enabled students with disabilities education and transition to college. Of significant facilitative factors were individual competences and parents’ supports. In contrast, one of the most limiting factors to access quality education was instructors ’ differing opinions, actions or characters. Noteworthy, students with disabilities struggled in the social realm in high school; but with an enabling college milieu, they rejuvenated their social skills to build a supportive network that made college life satisfying. So, colleges were spaces for healing, re-imagination, and practicing independent living skills through intellectualization and socialization. Instructors’ attitudes influenced provision of resources, services, and supports that either afforded or hindered students’ access to quality education and transition to college. Barriers created by some instructors were a considerable issue; and it raises questions about teacher education programs in preparing highly competent teachers capable of designing, developing, and implementing P12 education programs that supports needs of diverse learners. Considering diversity in schools and continued placements of students with disabilities in general education classes, and the importance of collaboration in the implementation of IEPs, there is need for continued teacher education programs reforms and transformations to train dynamic teachers capable of working with diverse students and families. Also, few students with disabilities that aspire to attend college actualize their dreams because of lack of supports, lack of information, fear, and non-involvement in the pre-college visits. Hence, there is need to create school-college links to encourage students with disabilities and their families’ involvements.
Laurie Katz (Advisor)
623 p.
Education; Educational Theory; Epistemology; Higher Education; Multicultural Education; Special Education
transition experiences, college, disability, education

Recommended Citations

Citations

  • Ressa, T. W. (2016). The Path to College: Transition Experiences of Students with Disabilities [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462887244

    APA Style (7th edition)

  • Ressa, Theodoto. The Path to College: Transition Experiences of Students with Disabilities. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1462887244.

    MLA Style (8th edition)

  • Ressa, Theodoto. "The Path to College: Transition Experiences of Students with Disabilities." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462887244

    Chicago Manual of Style (17th edition)

osu1462887244
6,422
© 2016, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.