Dorothy F. Garrison-Wade
University of Colorado Denver
Abstract
Although an increasing number of students with
disabilities are considering postsecondary educational opportunities, many of
these students find the challenges daunting as compared to their secondary
educational experiences. The purpose of the qualitative case study reported
herein was to learn more about students’ perceptions of services received in
college in order to develop a clearer understand of how to better ensure
positive outcomes. Fifty-nine students with various disabilities and six
disability resource coordinators from five two-year community colleges and
three four-year universities participated in the study. Three major themes
emerged from the data, including: (a) capitalizing on student
self-determination skills, (b) implementing formalized planning processes, and
(c) improving postsecondary support. The author developed a preliminary
framework based on the analysis of the data. This framework included three key
factors that contribute to the success of students with disabilities in
postsecondary institutions; (1) self-determination, (2) planning efforts, and
(3) postsecondary supports. The article concluded with recommendations
for improving postsecondary outcomes for students with disabilities.