The purpose of this study was to explore how students with learning disabilities understood and experienced their transition from high school to postsecondary education. In-depth interviews with 7 graduates of Achievement School (pseudonym), a private high school for students with learning disabilities in the southwestern region of the United States, were conducted to elicit personal narratives of students��� transition experiences from high school to college. By doing so, findings contribute to a deeper understanding of students��� experiences and what allows students with learning disabilities to succeed in their transition to university or college. In addition, 4 parents and 4 high school staff members were interviewed for this study to provide a triangulated perspective on the experience studied.
Few studies have collected and analyzed the perceptions and voices of students with learning disabilities as they transition to postsecondary education. This study provides insight towards bridging the gap in providing further insight into the students with learning disabilities��� experiences on their transition to college and the factors students��� feel have impeded or supported their success in this new environment.
This study utilized a descriptive and phenomenological qualitative research methodology consisting of individual in-depth interviews with the students and member checks with informants, their parents, and staff members of the participants��� former high school. Suggestions will be made for future research as well as for practical application for future students as well as high school and postsecondary service providers.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/29680 |
| Date | 29 August 2011 |
| Creators | Chaplin, Elyse |
| Contributors | Jones, Glen |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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