Abstract
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.
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