Eastern Kentucky University
Perceptions of Students with Disabilities of Supports and Barriers to Successful Transitions from High School to College
Institution
Eastern Kentucky University
Faculty Advisor/ Mentor
Doris Pierce
Abstract
The purpose of this research was to describe the perceptions of students with disabilities in regard to supports, barriers, and changes in daily occupations that they experienced during their transition into college. Applications from this population have drastically increased over the past several years. This increase has sparked interest among professionals at several levels including sociologists, psychologists, and occupational scientists. Theoretical and empirical literature in this area demonstrates particular needs in self-determination, social skills, academic preparation, and accommodations for these students. Using a qualitative design while encompassing a grounded theory method, semi-structured interviews were conducted. Six students aged between 18 and 28, enrolled full-time at Eastern Kentucky University, and registered with the Office of Services for Individuals with Disabilities were interviewed. Four additional students without known disabilities were interviewed for comparative purposes. Themes were discovered identifying areas which were experienced primarily by students with disabilities. Themes include study challenges, barriers in social involvement, significant support through the disabilities office, learning self-advocacy, and living with a disability. Recommendations to post-secondary schools include adding disability awareness into freshmen orientation syllabi, along with designing social events within the disabilities offices to enhance social participation amongst all students. Transition into college by students with disabilities has not been researched within occupational science, and findings will continue to enhance the rising population’s transition through evidence-based reports and recommendations.
Perceptions of Students with Disabilities of Supports and Barriers to Successful Transitions from High School to College
The purpose of this research was to describe the perceptions of students with disabilities in regard to supports, barriers, and changes in daily occupations that they experienced during their transition into college. Applications from this population have drastically increased over the past several years. This increase has sparked interest among professionals at several levels including sociologists, psychologists, and occupational scientists. Theoretical and empirical literature in this area demonstrates particular needs in self-determination, social skills, academic preparation, and accommodations for these students. Using a qualitative design while encompassing a grounded theory method, semi-structured interviews were conducted. Six students aged between 18 and 28, enrolled full-time at Eastern Kentucky University, and registered with the Office of Services for Individuals with Disabilities were interviewed. Four additional students without known disabilities were interviewed for comparative purposes. Themes were discovered identifying areas which were experienced primarily by students with disabilities. Themes include study challenges, barriers in social involvement, significant support through the disabilities office, learning self-advocacy, and living with a disability. Recommendations to post-secondary schools include adding disability awareness into freshmen orientation syllabi, along with designing social events within the disabilities offices to enhance social participation amongst all students. Transition into college by students with disabilities has not been researched within occupational science, and findings will continue to enhance the rising population’s transition through evidence-based reports and recommendations.