• Completing College: Antecedent...

Treffer: Completing College: Antecedents of Success in Post-Secondary Education for Students with Disabilities

Title:
Completing College: Antecedents of Success in Post-Secondary Education for Students with Disabilities
Language:
English
Authors:
Edwin O. Achola, James Ingram
Source:
Journal of the American Academy of Special Education Professionals. 2025:8-28.
Availability:
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed:
Y
Page Count:
21
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Postsecondary Education
Higher Education
High Schools
Secondary Education
Descriptors:
Postsecondary Education, Students with Disabilities, Success, Self Advocacy, Work Study Programs, Student Employment, Extracurricular Activities, Job Skills, Special Education, Graduation Rate, College Students, Academic Persistence, Student Characteristics, Family Characteristics, Student Experience, Academic Achievement, High School Students, Aspiration, Courses, Social Life, Transitional Programs
Assessment and Survey Identifiers:
National Longitudinal Transition Study of Special Education Students
ISSN:
2325-7466
Entry Date:
2025
Access URL:
https://www.naset.com/publications/jaasep-research-based-journal-in-special-education/jaasep-summer-2025/
Accession Number:
EJ1478038
Database:
ERIC

Weitere Informationen

The purpose of this study was to determine the antecedent conditions that contribute to completion of postsecondary education (PSE) for students with disabilities, taking into account institutional experiences associated with the development of social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition Study-2 (NLTS2). Findings indicate that PSE completion was significantly predicted by self-advocacy, participation in a work-study program or paid employment, participation in extracurricular activities, and development of vocational skills as a primary transition goal. Transition practitioners should consider the right constellation of factors known to impact the PSE outcomes of youth with disabilities including, self-advocacy and transition goals.

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