Transition from Secondary to Postsecondary Education for Students with Disabilities: An Exploration of the Phenomenon

Abstract

Many postsecondary educators, scholars, disability practitioners, and administrators make a common assumption that most first-time freshmen experience difficulty making the transition from high school to postsecondary education. It is also apparent from the literature that students with disabilities experience even greater degrees of difficulty during that transition process than do their counterparts without disabilities. Because of the numerous variables involved in the secondary-to-postsecondary transition for students with disabilities, there are few models or paradigms for students and other individuals involved in this process to follow. However, ample information exists in the literature as to the legal/social implications, transitional processes, and self-advocacy /conflict resolution skills to assist students and practitioners in the successful navigation of this complex and sometimes bewildering activity. These facets of transition are explored in terms of their availability, utility, and effectiveness with the ultimate goal of clarifying some of the more obscure, but significant, aspects of the transition phenomenon.