A Transition Model for Postsecondary-Bound Students with Learning Disabilities

Abstract

This article describes a model for preparing students with learning disabilities for transition to postsecondary education. The article summarizes intervention activities and participant outcomes from a 3-year federally funded project, suggests key elements for successful transition, and provides recommendations for future studies. Project participants, who demonstrated higher 1st-year postsecondary retention rates than the general student population, also gained skills in the areas of self-advocacy, study strategies, interpersonal relations and accommodations. However, some still expressed denial of their disability and were hesitant to ask for accommodations. As a result of the project, specific key elements for successful transition to postsecondary education were identified. These include: understanding one's disability, enrolling in mainstream academic courses in high school, practicing accommodations and self-advocacy in mainstream courses, involving the student in decision-making, designating a transition case manager, and using a team approach to transition planning. Recommendations for future studies include beginning the transition intervention before the ninth grade and following students through the completion of their postsecondary program.