The Secondary to Postsecondary Transition College Experience of Individuals with A Learning Disability
The Secondary to Postsecondary Transition College Experience of Individuals with A Learning Disability
| dc.contributor.advisor | Wright, Erin K. | |
| dc.contributor.author | Suda, Jolene | |
| dc.contributor.department | Education | |
| dc.date.accessioned | 2020-02-20T18:10:44Z | |
| dc.date.available | 2020-02-20T18:10:44Z | |
| dc.date.issued | 2019 | |
| dc.description.degree | Ph.D. | |
| dc.identifier.uri | http://hdl.handle.net/10125/66258 | |
| dc.subject | Educational administration | |
| dc.title | The Secondary to Postsecondary Transition College Experience of Individuals with A Learning Disability | |
| dc.type | Thesis | |
| dcterms.abstract | The purpose of this research is to investigate the lived experience of students with LD who successfully made the transition from secondary education to post-secondary education and graduated with either a certificate of completion or an associate's degree from a local community college. Unlike previous transition experience research of students with a learning disability that focused on student’s barriers and deficits, this research was designed to focus on highlighting the achievements of students while also identifying approaches, practices, and supports facilitating student success. The methodology of hermeneutical phenomenology approach was selected to reveal the phenomenon as experienced by the participants. A total of four students were interviewed about their secondary to postsecondary transition experience. An analysis of the data revealed in harmony to Schlossberg’s 4 S (taking stock of coping resources) and Wehmeyer’s definition of Self Determination (2004). With Schlossberg’s approach to transition in mind, three major transition phases were identified, Pre-Flight, Venture, and Departure. Within the three significant phases of transition, a synthesis of the participant's lived experience of transition from secondary to postsecondary education resulted in four essential themes: 1. Interaction with peers and teachers/educators can hinder or aid one’s self-confidence, self-perception, and ability to transition; 2. Secondary teacher/educator attitudes, knowledge and abilities about Individual Transition Planning can affect student outcomes; 3. Support teams matter; 4. Academic and self-determination skills are essential to learning at the high school level. | |
| dcterms.extent | 228 pages | |
| dcterms.language | eng | |
| dcterms.publisher | University of Hawaiʻi at Mānoa | |
| dcterms.rights | All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. | |
| dcterms.type | Text | |
| local.identifier.alturi | http://dissertations.umi.com/hawii:10485 |
Files
Original bundle
1 - 1 of 1
No Thumbnail Available
- Name:
- Suda_hawii_0085A_10485.pdf
- Size:
- 1.18 MB
- Format:
- Adobe Portable Document Format
- Description: