A Conceptual Framework for Understanding Students' with Disabilities Transition to Community College

Dorothy F. Garrison-Wade · Jean P. Lehmann

61 citations0/0 files storedCommunity College Journal of Research and Practice

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Disability Education and Employment Higher Education Research Studies Education and Military Integration

Abstract

Students with disabilities are significantly underrepresented in the nation's community college population for multiple reasons. These include low expectations, poor high school preparation and transition planning, lack of communication or support services, and ineffective or poor support from school services personnel and faculty. This paper presents a literature synthesis. Its purpose is to inform an initial framework for building towards a conceptual framework for understanding the transition to community college by students with disabilities. The framework was developed from an earlier mixed methods study involving 100 college students with disabilities and 10 disability resource counselors in eight universities and colleges, six of which were community colleges. The framework was examined by comparing six reviews from the What Works in Transition: Systematic Review Project (meta-analyses of previous studies) and five meta-syntheses (rigorous evaluations). Based on these analyses, elements of the framework were confirmed and redefined to show what was needed for (a) high quality preparation in secondary education (self advocacy development and peer/teacher awareness and sensitivity to foster maximizing postsecondary options, focused training on self-advocacy, and college visits and orientation activities); (b) planning (ongoing communication between high school and postsecondary school); and (c) access and accommodations in community colleges (instructor awareness and sensitivity, financial aid opportunities in order to foster social support networks, mentoring support, and formulation of goals for future employment). Five recommendations are provided suggesting how community college leaders, policymakers, and practitioners could use the framework to enhance the transition to community college by students with disabilities.

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1998Basics of qualitative research : techniques and procedures for developing grounded theory 1928American Secondary Education 2005Disability Studies Quarterly 2001Effects of Interventions to Promote Self-Determination for Individuals With Disabilities 2005After High School: A First Look at the Postschool Experiences of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2).2005A Conceptual Framework of Self-Advocacy for Students with Disabilities 2005Changes over Time in the Early Postschool Outcomes of Youth with Disabilities. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2).2005Students with Disabilities: Transitioning from High School to Higher Education

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2014An Examination of Campus Climate for LGBTQ Community College Students 2012Students With Disabilities at 2-Year Institutions in the United States 2016Critical Perspectives on Disability Identity 2017College Students with Disabilities: The Relationship Between Student Characteristics, the Academic Environment, and Performance

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