Transition Perspectives of High School Students With Learning Disabilities: A Qualitative Metasynthesis

Abstract

Student involvement is integral to transition planning for students with learning disabilities (LD). However, only a small body of research has examined the perspectives of high school students with LD related to this process. We conducted a systematic literature review and subsequent metasynthesis of 14 studies that met criteria and quality indicators for qualitative research in special education. Using a collaborative coding process, we identified five themes: (1) differences in support from professionals, family, and peers for transition, (2) perspectives on transition planning vision, meetings, and documents (3) evaluation of transition activities related to academics and graduation, career, and college, (4) self-determination examples, barriers, and facilitators, and (5) awareness of influence that gender, race, and/or culture have on transition. We discuss implications for practice and future research.

Keywords

transition learning disabilities qualitative research metasynthesis

Get full access to this article

View all access options for this article.

References

Annamma

S. A.

Ferri

B. A.

Connor

D. J.

(2018). Exploring the intersectional lineage, emergence, and potential futures of DisCrit in education. Review of Research in Education, 42(1), 46–71. https://doi.org/10.3102/0091732X18759041

Banks

(2017). “These people are never going to stop labeling me”: Educational experiences of African American male students labeled with learning disabilities. Equity & Excellence in Education, 50(1), 96–107. https://doi.org/10.1080/10665684.2016.1250235

Brantlinger

Jimenez

Klingner

Pugach

Richardson

(2005). Qualitative studies in special education. Exceptional Children, 71(2), 195–207. https://doi.org/10.1177/001440290507100205

*Cavendish

Connor

D. J.

(2018). Toward authentic IEPs and transition plans: Student, parent, and teacher perspectives. Learning Disability Quarterly, 41(1), 32–43. https://doi.org/10.1177/0731948716684680

*Cavendish

Connor

D. J.

Olander

Hallaran

(2020). Preparing for their future: Perspectives of high school students with learning disabilities about transition planning. Exceptionality, 28, 349–361. https://doi.org/10.1080/09362835.2019.1625777

*Cavendish

Connor

D. J.

Perez

(2020). Choice, support, opportunity: Profiles of self-determination in high school students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 25(2), 16–27. https://doi.org/10.18666/LDMJ-2020-V25-I2-10312

Charlton

J. I.

(2000). Nothing about us without us: Disability oppression and empowerment. University of California Press.

Charmaz

(2014). Constructing grounded theory (2nd ed.). SAGE.

Collier

M. L.

Griffin

M. M.

Wei

(2016). Facilitating student involvement in transition assessment: A pilot study of the student transition questionnaire. Career Development and Transition for Exceptional Individuals, 39(3), 175–184. https://doi.org/10.1177/2165143414556746

10.

Connor

D. J.

(2012a). Actively navigating the transition into college: Narratives of students with learning disabilities. International Journal of Qualitative Studies in Education, 25(8), 1005–1036. https://doi.org/10.1080/09518398.2011.590158

11.

Connor

D. J.

(2012b). Helping students transition to college: 21 tips for students with LD and/or ADD/ADHD. TEACHING Exceptional Children, 44(5), 16–25. https://doi.org/10.1177/004005991204400502

12.

Connor

D. J.

Cavendish

(2020). “Sit in my seat”: Perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms. International Journal of Inclusive Education, 24(3), 288–309. https://doi.org/10.1080/13603116.2018.1459888

13.

*Connor

D. J.

Cavendish

Hallaran

Olander

(2020). “I’m bright enough to do it, even though sometimes I feel I can’t do it”: Perspectives of high school students with learning disabilities about existing supports to achieve graduation. Disability Studies Quarterly, 40(2). http://dx.doi.org/10.18061/dsq.v40i2.6665

14.

Craft

Howley

(2018). African American students’ experiences in special education programs. Teachers College Record, 120(10), 1–35. http://www.tcrecord.org

15.

Creswell

(2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson Education.

16.

DePape

A.-M.

Lindsay

(2016). Lived experiences from the perspective of individuals with autism spectrum disorder: A qualitative meta-synthesis. Focus on Autism and Other Developmental Disabilities, 31(1), 60–71. https://doi.org/10.1177/1088357615587504

17.

Doronkin

J. L.

Martin

J. E.

Greene

B. A.

Choiseul-Praslin

Autry-Schreffler

(2020). Opening Oz’s curtain: Who’s really running the annual IEP meeting to discuss secondary transition issues? Journal of Research in Special Educational Needs, 20(3), 206–216. https://doi.org/10.1111/1471-3802.12473

18.

*Eisenman

L. T.

Pell

M. M.

Poudel

B. B.

Pleet-Odle

A. M.

(2015). “I think I’m reaching my potential”: Students’ self-determination experiences in an inclusive high school. Career Development and Transition for Exceptional Individuals, 38(2), 101–112. https://doi.org/10.1177/2165143414537349

19.

Erwin

E. J.

Brotherson

M. J.

Summer

J. A.

(2011). Understanding qualitative metasynthesis: Issues and opportunities in early childhood intervention research. Journal of Early Intervention, 33(3), 186–200. https://doi.org/10.1177/1053815111425493

20.

Farmer

J. L.

Allsopp

D. H.

Ferron

J. M.

(2015). Impact of the personal strengths program on self-determination levels of college students with LD and/or ADHD. Learning Disability Quarterly, 38(3), 145–159. https://doi.org/10.1177/0731948714526998

21.

Ferri

B. A.

Connor

D. J.

(2010). “I was the special ed. girl”: Urban working-class young women of colour. Gender and Education, 22(1), 105–121. https://doi.org/10.1080/09540250802612688

22.

*Fullarton

Duquette

C. 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

23.

Furney

K. S.

(1996). Making dreams happen: How to facilitate the MAPS process: A manual using a personal futures planning model to develop IEP/transition plans. Vermont’s Transition Systems Change Project.

24.

Givon

Court

(2010). Coping strategies of high school students with learning disabilities: A longitudinal study and grounded theory. International Journal of Qualitative Studies in Education, 23(3), 283–303. https://doi.org/10.1080/09518390903352343

25.

Gonzalez

T. E.

Hernandez-Saca

D. I.

Artiles

A. J.

(2017). In search of voice: Theory and methods in K-12 student voice research in the U.S., 1990–2010. Educational Review, 69(4), 451–473. https://doi.org/10.1080/00131911.2016.1231661

26.

Greene

(2011). Transition planning for culturally and linguistically diverse youth. Paul H. Brookes.

27.

Hadley

(2018). Students with learning disabilities transitioning from college: A one-year study. College Student Journal, 52(4), 421–430. https://www.ingentaconnect.com/content/prin/csj/2018/00000052/00000004

28.

Halliday

A. J.

Kern

M. L.

Garrett

D. K.

Turnbull

D. A.

(2019). The student voice in well-being: A case study of participatory action research in positive education. Educational Action Research, 27(2), 173–196. https://doi.org/10.1080/09650792.2018.1436079

29.

Harry

Sturges

K. M.

Klingner

J. K.

(2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational Researcher, 34(2), 3–13. https://doi.org/10.3102/0013189X034002003

30.

Hirano

K. A.

Rowe

Lindstrom

Chan

(2018). Systemic barriers to family involvement in transition planning for youth with disabilities: A qualitative metasynthesis. Journal of Child and Family Studies, 27(11), 3440–3456. https://doi.org/10.1007/s10826-018-1189-y

31.

*Hogansen

J. M.

Powers

Geenen

Gil-Kashiwabara

Powers

(2008). Transition goals and experiences of females with disabilities: Youth, parents, and professionals. Exceptional Children, 74(2), 215–234. https://doi.org/10.1177/001440290807400205

32.

Individuals with Disabilities Education Improvement Act (IDEA), 20 U.S.C. § 1400 et seq. (2004).

33.

*Keel

J. M.

Cushing

L. S.

Awsumb

J. M.

(2018). Post-school visions and expectations of Latino students with learning disabilities, their parents, and teachers. Career Development and Transition for Exceptional Individuals, 41(2), 88–98. https://doi.org/10.1177/2165143417708997

34.

Kohler

P. D.

Gothberg

J. E.

Fowler

Coyle

(2016). Taxonomy for transition programming 2.0: A model for planning, organizing, and evaluating transition education, services, and programs. https://transitionta.org/taxonomy-for-transition-programming-2-0/

35.

Lambert

Chun

Davis

Ceja

K. L.

Aguilar

Moran

Manset

(2019). “My dyslexia is like a bubble”: How insiders with learning disabilities describe their differences, strengths, and challenges. Learning Disabilities: A Multidisciplinary Journal, 24(1), 1–18. https://doi.org/10.18666/LDMJ-2019-V24-I2-8765

36.

Levitt

H. M.

(2018). How to conduct a qualitative meta-analysis: Tailoring methods to enhance methodological integrity. Psychotherapy Research, 28(3), 367–378. https://doi.org/10.1080/10503307.2018.1447708

37.

*Lindstrom

Harwick

R. M.

Poppen

Doren

(2012). Gender gaps: Career development for young women with disabilities. Career Development and Transition for Exceptional Individuals, 35(2), 108–117. https://doi.org/10.1177/0885728812437737

38.

Malecki

Demaray

(2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375–395. https://doi.org/10.1037/h0084129

39.

Martin

J. E.

Marshall

L. H.

Sale

(2004). A 3-year study of middle, junior high, and high school IEP meetings. Exceptional Children, 70(3), 285–297. https://doi.org/10.1177/001440290407000302

40.

Mazzotti

V. L.

Rowe

D. A.

Cameto

Test

D. W.

Morningstar

M. E.

(2013). Identifying and promoting transition evidence-based practices and predictors of success: A position paper of the division on career development and transition. Career Development and Transition for Exceptional Individuals, 36(3), 140–151. https://doi.org/10.1177/2165143413503365

41.

Mazzotti

V. L.

Rowe

D. A.

Sinclair

Kwiatek

Voggt

Chang

W.-H.

Fowler

C. H.

Poppen

Sinclair

Test

D. W.

(2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793

42.

McGahee

D. W.

King-Sears

M. E.

Evmenova

A. S.

(2021). High school students with learning disabilities: Requesting accommodations in role-play. Learning Disabilities Research & Practice, 36(2), 82–95. https://doi.org/10.1111/ldrp.12243

43.

Morningstar

M. E.

(1997). Critical issues in career development and employment preparation for adolescents with disabilities. Remedial and Special Education, 18(5), 307–320. https://doi.org/10.1177/074193259701800506

44.

Mueller

(2019). Adolescent understandings of disability labels and social stigma in school. International Journal of Qualitative Studies in Education, 32(3), 263–281. https://doi.org/10.1080/09518398.2019.1576940

45.

*Murray

Naranjo

(2008). Poor, black, learning disabled, and graduating: An investigation of factors and processes associated with school completion among high-risk urban youth. Remedial and Special Education, 29(3), 145–160. https://doi.org/10.1177/0741932508315052

46.

Newman

Wagner

Cameto

Knokey

A.-M.

Shaver

(2010). Comparisons across time of the outcomes of youth with disabilities up to 4 years after high school. A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2010-3008). National Center for Special Education Research. https://ies.ed.gov/ncser/pubs/20103008/index.asp

47.

Noonan

(2014). Transition teaming: 26 strategies for interagency collaboration. Council for Exceptional Children.

48.

Pfeifer

M. A.

Reiter

E. M.

Hendrickson

Stanton

J. D.

(2020). Speaking up: A model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities. International Journal of STEM Education, 7(1), 1–21. https://doi.org/10.1186/s40594-020-00233-4

49.

Prince

A. M.

Plotner

A. J.

Yell

M. L.

(2014). Postsecondary transition and the courts: An update. Journal of Disability Policy Studies, 25(1), 41–47. https://doi.org/10.1177/1044207314530469

50.

Ray

A. B.

Graham

(2021). A college entrance essay exam intervention for students with high-incidence disabilities and struggling writers. Learning Disability Quarterly, 44(4), 275–287. https://doi.org/10.1177/0731948720917761

51.

Rowe

D. A.

Mazzotti

V. L.

Fowler

C. H.

Test

D. W.

Mitchell

V. J.

Clark

K. A.

Holzberg

Owens

T. L.

Rusher

Seaman-Tullis

R. L.

Gushanas

C. M.

Castle

Chang

W.-H.

Voggt

Kwiatek

Dean

(2021). Updating the secondary transition research base: Evidence-and research-based practices in functional skills. Career Development and Transition for Exceptional Individuals, 44(1), 28–46. https://doi.org/10.1177/2165143420958674

52.

Ryan

R. M.

Deci

E. L.

(2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806

53.

Saldaña

(2016). The coding manual for qualitative researchers (3rd ed.). SAGE.

54.

*Scanlon

Saxon

Cowell

Kenny

M. E.

Pérez-Gualdrón

Jernigan

(2008). Urban adolescents’ postschool aspirations and awareness. Remedial and Special Education, 29(3), 161–174. https://doi.org/10.1177/0741932508315952

55.

Scheef

A. R.

McKnight-Lizotte

(2021). Utilizing vocational rehabilitation to support post-school transition for students with learning disabilities. Intervention in School and Clinic, 57, 316–327. https://doi.org/10.1177/10534512211032604

56.

Seidman

(2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (4th ed.). Teachers College Press.

57.

Shogren

K. A.

Little

T. D.

Grandfield

Raley

Wehmeyer

M. L.

Lang

K. M.

Shaw

L. A.

(2020). The self-determination inventory-student report: Confirming the factor structure of a new measure. Assessment for Effective Intervention, 45(2), 110–120. https://doi.org/10.1177/1534508418788168

58.

*Trainor

A. A.

(2005). Self-determination perceptions and behaviors of diverse students with LD during the transition planning process. Journal of Learning Disabilities, 38(3), 233–249. https://doi.org/10.1177/00222194050380030501

59.

*Trainor

A. A.

(2007). Perceptions of adolescent girls with LD regarding self-determination and postsecondary transition planning. Learning Disability Quarterly, 30(1), 31–45. https://doi.org/10.2307/30035514

60.

Trainor

A. A.

Graue

(2014). Evaluating rigor in qualitative methodology and research dissemination. Remedial and Special Education, 35(5), 267–274. https://doi.org/10.1177/0741932514528100

61.

Trainor

A. A.

Morningstar

M. E.

Murray

(2016). Characteristics of transition planning and services for students with high-incidence disabilities. Learning Disability Quarterly, 39(2), 113–124. https://doi.org/10.1177/0731948715607348

62.

Tuckwiller

E. D.

Dardick

W. R.

Kutscher

E. L.

(2019). A mixed-methods investigation of mindset, grit, optimism, and self-determination in adolescents with learning disabilities and differences. Learning Disabilities: A Multidisciplinary Journal, 24(1), 19–32. https://doi.org/10.18666/LDMJ-2019-V24-I1-8849

63.

Wehmeyer

M. L.

(2019). Strengths-based approaches to educating all learners with disabilities. Teachers College Press.

64.

*Yamamoto

K. K.

Black

R. S.

(2015). Standing behind and listening to native Hawaiian students in the transition process. Career Development and Transition for Exceptional Individuals, 38(1), 50–60. https://doi.org/10.1177/2165143413498412

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.02 MB