This qualitative study explored perspectives of college students with learning disabilities (LD) regarding their self-determination and parental influences on student self-determination during students’ transition from high school to postsecondary education. Data were collected from in-depth interviews with 12 college students with LD. Qualitative analyses were conducted to examine students’ participation in secondary transition, self-determination behaviors, and parental influences on students’ self-determination. The findings identified five important self-determination behaviors (i.e., postsecondary education goal setting and attainment, self-advocacy, being autonomous, self-awareness, and decision-making) students demonstrated in secondary transition. Four themes pertain to parental influences on student self-determination, including encouraging students to be advocates, fostering students’ academic competency, showing moral support and high expectations, and providing opportunities for students to make decisions. Recommendations for engaging parents to promote student self-determination are provided.
BerryH. G.WardM.CaplanL. (2012). Self-determination and access to postsecondary education in transitioning youths receiving supplemental security income benefits. Career Development and Transition for Exceptional, 35, 68–75. https://doi.org/10.1177/0885728811422230
2.
BronfenbrennerU. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
3.
CharmazK. (2006). Constructing grounded theory (2nd ed.). SAGE.
4.
CorbinJ.StraussA. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). SAGE.
CreswellJ. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE.
7.
DeanE. E.KirbyA. V.HagiwaraM.ShogrenK. A.ErsanD. T.BrownS. (2021). Family role in the development of self-determination for youth with intellectual and developmental disabilities: A scoping review. Intellectual and Developmental Disabilities, 59, 315–334. https://doi.org/10.1352/1934-9556-594.315
8.
DenzinN. K.LincolnY. S. (2000). Handbook of qualitative research (2nd ed.). SAGE.
9.
FarmerJ. L.AllsoppD. H.FerronJ. M. (2015). Impact of the personal strengths program on self-determination levels of college students with LD and/or ADHD. Learning Disability Quarterly, 38, 145–159. https://doi.org/10.1177/0731948714526998
10.
FieldS.SarverM. D.ShawS. F. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24, 339–349. https://doi.org/10.1177/07419325030240060501
11.
FinnD.GetzelE. E.McManusS. (2008). Adapting the self-determined learning model for instruction of college students with disabilities. Career Development for Exceptional Individuals, 31, 85–93. https://doi.org/10.1177/0885728808318327
12.
FullartonS.DuquetteC. A. (2015). The transition process for adolescents with learning disabilities: Perspectives of five families. Exceptionality Education International, 25(2), 84–106. https://doi.org/10.5206/eei.v25i2.7726
13.
GetzelE. E.ThomaC. A. (2008). Experiences of college students with disabilities and the importance of self-determination in higher education settings. Career Development and Transition for Exceptional Individuals, 31, 77–84. https://doi.org/10.1177/0885728808317658
14.
Hicks-CoolickA.KurtzP. D. (1997). Preparing students with learning disabilities for success in postsecondary education: Needs and services. Social Work in Education, 19(1), 31–42. https://doi.org/10.1093/cs/19.1.31
15.
HolzbergD. G.TestD. W.RusherD. E. (2018). Self-advocacy instruction to teach high school seniors with mild disabilities to access accommodations in college. Remedial and Special Education, 40, 166–176. https://doi.org/10.1177/0741932517752059
16.
JuS.ZengW.LandmarkL. J. (2017). Self-determination and academic success of students with disabilities in postsecondary education: A review. Journal of Disability Policy Studies, 28, 180–189. https://doi.org/10.1177/1044207317739402
17.
LeeS.WehmeyerM. L.ShogrenK. A. (2015). Effect of instruction with the Self-Determined Learning Model of Instruction on students with disabilities: A meta-analysis. Education and Training in Autism and Developmental Disabilities, 50, 237–247. https://www.jstor.com/stable/24827538
18.
MazzottiV.RoweD. A.KwiatekS.VoggtA.ChangW.FowlerC. H.TestD. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exception Individuals, 44, 47–64. https://doi.org/10.1177/2165143420959793
19.
MazzottiV.RoweD. A.SinclairJ.PoppenM. (2015). Predictors of post-school success: A systematic review of NLTS2 secondary analysis. Career Development and Transition for Exceptional Individuals, 39, 196–215. https://doi.org/10.1177/2165143415588047
20.
MorningstarM. E.FreyB. B.NoonanP. M.NgJ.Clavenna-DeaneB.GravesP.WadeD. B. (2010). A preliminary investigation of the relationship of transition preparation and self-determination for students with disabilities in postsecondary educational settings. Career Development for Exceptional Individuals, 33, 80–94. https://doi.org/10.1177/0885728809356568
21.
National Center for Education Statistics. (2019). IPEDS 2019-20 data collection system. United States Department of Education.
22.
NewmanL.WagnerM.KnokeyA.-M.MarderC.NagleK.ShaverD.WeiX. (2011). The post-high school outcomes of young adults with disabilities up to 8 years after high school: A report from the national longitudinal transition study-2 (NLTS2) (NCSER 2011-3005). National Center for Special Education Research.
23.
PattonM. Q. (2002). Qualitative research and evaluation methods (3rd ed.). SAGE.
24.
ParkerD. R.BoutelleK. (2009). Executive function coachig for college students with learning disabilities and ADHD: A new approach for fostering self-determination. Learning Disabilities Research & Practice, 24, 204–215. https://doi.org/10.1111/j.1540-5826.2009.00294.x
25.
PetcuS. D.Van HornM. L.ShogrenK. A. (2017). Self-determination and the enrollment in and completion of postsecondary education for students with disabilities. Career Development and Transition for Exceptional Individuals, 40, 225–234. https://doi.org/10.1177/2165143416670135
RichmanE. L.RademacherK. N.MaitlandT. L. (2014). Coaching and college success. Journal of Postsecondary Education and Disability, 27, 33–50.
28.
RumrillP.PalmerC.RoesslerR.BrownP. (1999). Self-advocacy & conflict resolution training: Strategies for the classroom accommodation request. Project Accommodations Planning Training (APT), University of Arkansas.
29.
ShogrenK. A.Garnier-VillarrealM. (2015). Developing student, family, and school constructs from NTLS2 data. Journal of Special Education, 49, 89–103. https://doi.org/10.1177/0022466913513336
30.
ShogrenK. A.Garnier-VillarrealM.LangK.SeoH. (2016). Mediating role of self-determination constructs in explaining the relationship between school factors and postschool outcomes. Exceptional Children, 83, 1–16. https://doi.org/10.1177/0014402916660089
31.
ShogrenK. A.LeeJ.PankoP. (2017). An examination of the relationship between postschool outcomes and autonomy, psychological empowerment, and self-realization. The Journal of Special Education, 51, 115–124. https://doi.org/10.1177/00224669166883171
32.
ShogrenK. A.RaleyS. K.BurkeK. M.WehmeyerM. L. (2018). The self-determined learning model of instruction: Teacher’s guide. Kansas University Center on Developmental Disabilities.
33.
ShogrenK. A.WehmeyerM.PalmerS. B.RifenbarkG. G.LittleT. D. (2015). Relationships between self-determination and postschool outcomes for youth with disabilities. The Journal of Special Education, 48, 256–267. https://doi.org/10.1177/0022466913489733
34.
TestD. W.MazzottiV. L.MustianA. L.FowlerC. H.KorteringL. J.KohlerP. H. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160–181. https://doi.org/10.1177/0885728809346960
35.
TrainorA. A. (2005). Self-determination perspectives and behaviors of diverse students with learning disabilities during the transition planning process. Journal of Learning Disabilities, 38, 233–249. https://doi.org/10.1177/00222194050380030501
36.
TrainorA. A. (2007). Perspectives of adolescent girls with LD regarding self-determination and postsecondary transition planning. Learning Disability Quarterly, 30, 31–45. https://doi.org/10.2307/30035514
37.
WagnerM.NewmanL.CametoR.GarzaN.LevinP. (2005). After high school: A first look at the post-school experiences of youth with disabilities. National Longitudinal Transition Study, Stanford Research International.
38.
WalkerA. R.TestD. W. (2011). Using a self-advocacy intervention on African American college students’ ability to request academic accommodations. Learning Disabilities Research & Practice, 26, 134–144. https://doi.org/10.1111/j.1540-5826.2011.00333.x
39.
WehmeyerM. L. (1996). Self-determination as an educational outcome: Why is it important to children, youth and adults with disabilities? In SandsD. J.WehmeyerM. L. (Eds.), Self-determination across the life span: Independence and choice for people with disabilities (pp. 15–34). Paul H. Brookes.
40.
WehmeyerM. L. (2005). Self-determination and individuals with severe disabilities: Reexamining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30, 113–120. https://doi.org/10.2511/rpsd.30.3.113
41.
WehmeyerM. L.AberyB.MithaugD. E.StancliffeR. (2003). Theory in self-determination: Foundations for educational practice. Charles C Thomas.
42.
WehmeyerM. L.ShogrenK. A. (2016). Self-determination and choice - 21. In SinghN. N. (Eds.), Handbook of evidence-based practices in intellectual and developmental disabilities (1st ed., pp. 561–584). Springer. https://doi.org/10.1007/978-3-319-26583-4_21
43.
WehmeyerM. L.ShogrenK. A.LittleT. D.LopezS. J. (Eds.). (2017). Development of self-determination through the life-course. Springer.
44.
ZhangD.KatsiyannisA.ZhangJ. (2002). Teacher and parent practice on fostering self-determination of high school students with mild disabilities. Career Development for Exceptional Individuals, 25, 157–169. https://doi.org/10.1177/088572880202500205
45.
ZhangD.LandmarkL.GrenwelgeC.MontoyaL. (2010). Culturally diverse parents’ perspectives on self-determination. Education and Training in Autism and Developmental Disabilities, 45(2), 175–186. https://www.jstor.org/stable/23879805
46.
ZwartL. M.KallemeynL. M. (2001). Peer-based coaching for college students with ADHD and learning disabilities. Journal of Postsecondary Education and Disability, 15(1), 1–15.
