Success and self-determination: a systematic review of the narratives of students and graduates with disabilities

ABSTRACT

The purpose of this article was to explore, from the perspective of students and graduates with disabilities, the skills that are necessary to be self-determined at university, why these are important, and how they can be developed to remain in university and graduate successfully. A systematic review, including 16 qualitative studies with a total of 303 participants, was carried out. The results provide information on: essential skills to facilitate self-determination and successful completion of university studies (problem-solving skills, learning about oneself, goal setting, self-management, self-advocacy) and attributes (autonomy, resilience, and empowerment); the reasons for being self-determined at university (achieving academic goals, overcoming barriers, demonstrating abilities, self-confidence, and academic success); and how self-determination can be learned at university (trial and error; family, faculty and peers; disability services; peers; specific programmes; and information technology communication). The conclusions are encouraging and show that self-determination can be learned in universities with the necessary supports.

KEYWORDS:

• University success
• self-determination
• disability
• qualitative studies
• systematic review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Ministry of Science and Innovation of Spain, the State Research Agency, and FEDER funds European Union (grant numbers PID2020-112761RB-100/ Feder Funds).