When disability becomes ability to navigate the transition to higher education: a comparison of students with and without disabilities

ABSTRACT

Students with disabilities are enrolling increasingly in higher education (HE). Yet little is known about the specific challenges they have to overcome in order to navigate this transition. This qualitative study tried to ascertain the transition-related needs of students with disabilities by comparing their experiences with those of students without disabilities. Two focus groups were formed, respectively composed of five special needs students and five traditional ones. Semi-structured interviews were analysed through interpretative phenomenological analyses. Five super-ordinate themes emerged from the data: the transition as a roller coaster, taming a new freedom, discovering oneself, overcoming obstacles and perceiving university as a supportive or a threatening environment. Similarities and differences were observed among the two groups that mainly showed that students with disabilities clearly enhanced their experience at university and expressed more positive emotions than traditional students did. In a way, it appeared that the lifetime management of their disabilities better prepared them to face the challenges of the transition to HE. These findings were discussed with regard to transition theories and led to some recommendations.

KEYWORDS:

• Inclusion
• higher education
• disability
• focus group

Disclosure statement

No potential conflict of interest was reported by the authors.