Sorting out important elements for successful college transition and completion for students with learning differences

Abstract

Students with learning disabilities seek postsecondary education at rates comparable to their peers yet lag behind on retention and graduation rates. This research used InQuiry methodology to analyze 44 individual perspectives from multiple K12 and postsecondary stakeholders. Quantitative data analysis generated a four-factor solution, identifying four “family groups” of participants. Subsequent interviews yielded qualitative data to inform the context for each group perspective. Families agreed on broad themes of self-advocacy and the need for intentional communication and collaboration between secondary and postsecondary settings, yet emphasized varying responsibilities and opportunities related to addressing these priorities in both K12 and college environments. The study generated promising practices and identified barriers to transition success from practitioners for practitioners.

Keywords:

• College transition
• learning disabilities
• Q methodology

Additional information

Notes on contributors

Sarah Carver Williams

Sarah Carver Williams is the Executive Director of the Office for Faculty Excellence and STEPP Program at East Carolina University. For the past 10 years she has served as the PI for College STAR, a grant-funded initiative focused on helping universities learn to become more welcoming places for students with learning and attention differences. She previously held positions as a faculty member in the College of Education at ECU and as a middle school special education teacher in the NC public schools.

Matthew Militello

Matthew Militello is the Wells Fargo Distinguished Professor in Educational Leadership, founding director of the International EdD (education.ecu.edu/IntEdD), and a $9.6 million U.S. Department of Education Supporting Effective Educator Development grant focused on a networked improvement community of school leaders understanding, observations, and conversations with math and science teachers (education.ecu.edu/ProjectI4) at East Carolina University. He has held faculty positions at North Carolina State University and the University of Massachusetts at Amherst. Prior to his academic career, Militello was a middle and high public school teacher, assistant principal, and principal in Michigan.

Diane Majewski

Diane Majewski, Ed. D., is the Director of Programming and Special Projects for the Honors College at East Carolina University. For the last 25 years she has served the public education sector as a special education teacher and higher education administrator. Her research interests focus on student development in higher education, universal design for learning and best practices for student transition to post-secondary education.