Although the literature is clear that self-determination is an important component of the transition planning process for students with disabilities preparing for postsecondary education, further studies are needed to explore what self-determination strategies these students use to remain in college and successfully meet the challenges in postsecondary education settings. This article describes a study conducted with postsecondary education students in 2- and 4-year college settings to (a) identify skills that effective self-advocates use to ensure they stay in college and obtain needed supports and (b) identify the essential self-determination skills needed to remain and persist in college. Findings from the study and implications for postsecondary education and secondary education are discussed.
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