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Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college
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Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college
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Content
APPLYING SCHLOSSBERG’S TRANSITION THEORY TO STUDENTS WITH
LEARNING DISABILITIES IN THE TRANSITION FROM HIGH SCHOOL TO
COLLEGE
by
Jamie Lynn Coccarelli
A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
August 2010
Copyright 2010 Jamie Lynn Coccarelli
ii
TABLE OF CONTENTS
List of Tables iii
Abstract iv
Chapter 1: Introduction 1
Purpose of study 3
Schlossberg’s Transition Theory 3
Chapter 2: Literature review 5
Schlossberg’s Transition Theory 5
Situation 6
Self 7
Support 10
Strategies 12
Chapter 3: Methodology 15
Approach and rationale 15
Site and population selection 16
Data gathering methods 16
Data analysis procedures 17
Limitations 17
Chapter 4: Presentation of findings 19
Participants 19
Participant table summary 20
Data presentation from university staff 20
Four factors of transition 21
Situation 21
Self 29
Support 35
Strategies 41
Table summary 47
Chapter 5: Analysis 49
Recommendations 55
Implications to practice 57
Recommendations for future practice 58
References 60
iii
Appendices
Appendix A: Glossary of Terms 63
Appendix B: Interview Protocol- Student 64
Appendix C: Interview Protocol- Director 65
Appendix D: Recruitment Letter 66
Appendix E: Recruitment Flyer 67
Appendix F: Informed Consent Form 68
iv
List of Tables
Table 1: Participant Characteristics 20
Table 2: Summary of Themed Quotes from Participants 47
v
Abstract
The purpose of this study was to apply the transition theory presented by
Schlossberg et al. (1995) to students with learning disabilities when they transition from
high school to college. The study focused on four transition factors: situation, self,
support, and strategies. Data was collected through interviews with students who have
self-identified as having a learning disability with the institution in which they were
enrolled.
1
Chapter 1: Introduction
Introduction
The Americans with Disabilities Act (ADA) defines an individual with a
disability as “one who has a physical or mental impairment that substantially limits one
or more major life activities, a person who has a history or record of such an impairment,
or a person who is perceived by others as having such an impairment (ADA, 2009).” The
definition of ADA and other disability related terms can be found in Appendix A. Today,
students with documented disabilities are entering postsecondary institutions more than
ever before (Vogel et al., 1998). As Kiuhara (2008) explains, this is due to three main
reasons: 1) the number of entry-level employment positions has decreased for high school
graduates, 2) there are more effective medications to treat the student with a disability,
allowing him or her to successfully complete coursework, and 3) there is improved
criteria for diagnosing disabilities.
It is easy to understand someone has a disability if they are moving in a
wheelchair or if the person uses a service dog. However, there are some disabilities that
are not so easily seen, and therefore not easily understood. A learning disability is an
example of a hidden disability. This study will focus on the transition process of students
with learning disabilities from high school to college.
Students with Learning Disabilities
Currently, at the age of fourteen, if a student has been diagnosed with a learning
disability, a transition plan is to be created for them by through their high school staff
(Individuals with Disabilities Education Act Amendments of 1997). If the student is
planning on attending a postsecondary institution after high school, this would be
2
included in the student’s transition plan. Levinson and Ohler (1998) have found these
transition planning services to be ineffective. This could be due to most of the work is
being completed by the high school guidance counselor and is not considering the
students wishes. The parent also tends to be an advocate for the student while in school,
thus taking away from skills the student should learn (Field, 2003) to be their own self-
advocate.
Transitioning from High School to Postsecondary Education
As these students enter postsecondary institutions, they must be prepared for the
transition they will make. Receiving preparation in self-determination and self-advocacy
skills while in high school is critical for students with learning disabilities (Janipa &
Costenbader, 2002). With sufficient preparation, these students can succeed in
postsecondary education settings just as their peers do. Comparing intelligence tests,
student with learning disabilities have the same potential to meet the academic standards
as do those without learning disabilities (DeFord, 2006). Although students may not be
adequately prepared for postsecondary education after graduating high school,
collaboration from the student and the postsecondary institution in which the student is
enrolled, should be able to make the transition successful.
Collaboration between the student and the institution is important. In high school,
teachers or guidance counselors seek a student with a potential learning disability out.
Once the student is identified as having a learning disability, the student, parents,
teachers, and guidance counselors work together to accommodate the student. However,
once the student enters postsecondary education, it is the student’s responsibility to self
3
identify as having a learning disability. For the student’s transition to then be successful,
the student must inform the institution’s student disability office. The office will then
assist the student in registering with the office and also contacting any other necessary
departments (housing, orientation, etc).
Purpose of the Study
The focus of this study was to analyze the transition process from high school to
college for students who have self-identified as having a learning disability. I conducted a
qualitative research study that examined five students’ transition process. I chose to
conduct a qualitative study, as I was able to better understand the students’ experiences
and perceptions of the transition process. Conducting interviews with students also
allowed me the opportunity to ask the participants why they took the actions they did or
did not do. The potential significance of this study may allow postsecondary institutions
to create better transition programming within their own student disability office.
Schlossberg’s Transition Theory
The framework of this study follows Schlossberg’s Transition Theory (1995) and
the four “S” factors: situation, self, support, and strategies. Schlossberg was able to form
this theory and apply it to an average group of students transitioning from high school to
college. One limitation she presented was not applying the theory to specific populations;
the aim of my research is apply the theory to students with learning disabilities. My
overall research question is “How does Schlossberg’s transition theory apply to students
with learning disabilities transitioning from high school to college?”
4
One limitation of this study is my experience and personal bias within the field of
disabilities as I currently work in the student disability office at a private Research I
institution. Another limitation is the length of time in which I have to complete the study.
To thoroughly understand the transition process, ideally, I would want to observe
students in high school, the steps they take throughout their junior and senior years, over
the summer, and their first semester at a postsecondary institution. I would also want to
interview the student at each of these time periods. However, with the time allotted, only
one interview will be conducted. The interview will take place when the student has
already begun their postsecondary education.
In the following chapter, I will review previous research that has been conducted
on students with learning disabilities transitioning from high school to college. There was
no found research that applied Schlossberg’s transition theory to students with learning
disabilities. The literature reviewed was analyzed and applied to each one of
Schlossberg’s four “S” factors.
5
Chapter 2: Review of the Literature
Schlossberg’s transition theory (1995) focuses on an individual’s transition during
a specific time period during a specific event. The time period examined is before the
event, during the event, and once the event is complete. This chapter analyzes and
discusses four factors, (situation, self, support, and strategies) as presented by
Schlossberg that impact a student’s transition.
Schlossberg’s Transition Theory
This study will apply Schlossberg’s transition theory (1995) to students with
learning disabilities. The theory focuses on the transition, the individual, and the
environmental factors that will impact the student’s transition within a specific time
period (Evans, 1998). Schlossberg et al (1995) defines transition as “any event, or non-
event, that results in changed relationships, routines, assumptions, and roles (p. 27)”. In
this study, I will examine the population of students with learning disabilities in the event
of transitioning from high school to college. Currently, there is no literature that applies
Schlossberg’s transition theory to students with disabilities; therefore, I apply other
transition theories and processes to Schlossberg’s four “S” factors.
Schlossberg defined three types of transitions: anticipated, unanticipated, and
non-event (1995). An example of an unanticipated transition would be the student
experience a death in the family; it is not predicted or expected. If a student applied to
college and was not accepted, this would be classified as a non-event. A student
transitioning from high school to college is defined as an anticipated transition as that
student has graduated from high school and applied to college and is predicting a new
6
start (Evans, 1998). Because the student is anticipating the transition to college, the
student should be able to adequately prepare for a successful transition; however, most
students are not able to make this transition successfully. Through Schlossberg’s four “S”
factors (situation, self, support, and strategies), I hope to better understand how the
student is impacted through transition.
Situation.
Evans (1998) explained the situation factor in Schlossberg’s transition theory as it
refers to the “trigger, timing, control, role change, duration, previous experience in
similar transition, concurrent stress, and assessment (p.113)”. Research previously
conducted looked at how the student is prepared for the transition (Neuber, 2006;
Skinner, 2003; Oesterreich, 2008; Kohler, 2003; Levinson & Ohler, 1998). I will apply
these findings to the student’s situation as defined by Schlossberg. Schlossberg’s
transition theory is most effective when the student has been diagnosed in their early
childhood, rather than in the later years of high school. Understanding the timing and
control aspect, students with learning disabilities need to prepare for the transition to
college early on in high school. Current studies focus on what high school teachers and
guidance counselors can do within the classroom in terms of preparation.
Levinson & Ohler (1998) found transition programs for student with learning
disabilities that began just prior to high school graduation were ineffective. When
preparing students for the transition to college, Neuber et al, (2006) explains, students
should be familiar with new technologies, such as new adaptive technology; policy
standards, including the differences between the Individuals with Disabilities Education
7
Act and Section 504 of the Rehabilitation act of 1973; and their own academic/social
challenges. This may include different computer programs available, knowing the
differences between K-12 guidelines and higher education guidelines, and also the
student’s awareness of their own strengths/weaknesses (Kohler et al, 2003).
Understanding strengths and weaknesses is looked at more closely in Schlossberg’s
factor of self.
Even though students with learning disabilities make up the majority of the
disabled population, these students do not have the same amount of preparation for
college as do students with mental and physical disabilities, (Levinson & Ohler, 1998).
High school personnel should encourage the participation of students with learning
disabilities in postsecondary education preparation programs (Skinner, 2003). This is
explained in the next section, Schlossberg’s factor of self when discussing self-
determination and self-advocacy. Both self-determination and self-advocacy relate to the
student’s ability to self-identify. Skinner explains this would be a way to help the student
understand the pressures and rigors of postsecondary education and these strategies
should implemented by school personnel (2003). Kohler et al. (2003) also explains a
transition focused education early in the students educational career is beneficial.
Self.
Evans (1998) describes Schlossberg’s factor of self within two areas: personal and
demographic factors and psychological resources. Personal and demographic factors are
those that relate to age, gender, and ethnicity whereas psychological resources relate to
ego-development, commitment and values, aids to coping and self- efficacy (Evans,
8
1998). Students with learning disabilities may not be able to successfully succeed in
postsecondary education due to personal issues that create barriers for the student (Getzel
et al., 2004). Two personal issues found in the research relating to Schlossberg’s factor of
self are self-determination and self-advocacy.
Lock and Layton (2001) conducted a study using the Learning Disabilities
Diagnostic Inventory (LDDI) (Hammill & Bryant, 1998). The LDDI uses six independent
scales to identify specific skills in individuals from ages eight to eighteen. Lock and
Layton modified the LDDI into a self-report format; this then became a self-discovery
tool to measure the student’s strengths and weaknesses. Skinner (1998) emphasizes the
condition that students must be able to communicate their strengths and weaknesses to be
successful in college. Students who are able to articulate their strengths and weakness can
usually advocate for themselves. Students are often not familiar with their own skills and
therefore cannot explain their needs to professors and other staff to request appropriate
accommodations (Lock & Layton, 2001; Skinner, 1998).
Three issues were found in the self-discovery assessment by Lock and Layton: 1)
in terms of academics, students were unaware of their own strengths and weaknesses; 2)
the accommodations students received in postsecondary institutions were generalized and
not specific to the student; and 3) students with learning disabilities in the postsecondary
setting felt that fellow students, faculty and staff did not understand and/or accept the
idea of learning disabilities. Similarly, Levinson and Ohler (1998) found “awareness of
one’s weakness, awareness of what accommodations are available, and the ability to
successfully advocate for oneself may be particularly important (p. 67).” Students with
9
learning disabilities may have a more difficult time being understood and/or accepted by
their peers than those with physical, or more obvious, disabilities (Janipa & Costenbader,
2002). This is due to the fact that the students’ peers or anyone else the student may be
working with cannot see learning disabilities. Students may also feel reluctant to disclose
their disability to their professor or to discuss their accommodations and/or learning
styles (Skinner, 1998).
For students to be successful in college, they must be self-determined and be able
to advocate for themselves (Field, 2003; Skinner, 1998, 2003: Janipa & Costenbader,
2002). Self-determination skills are important for postsecondary disability offices to
implement; the goal is for the registered students to continue on in life, post-graduation,
as self-determined adults (Field, 2003). Janipa and Costenbader (2002) found students
entering college have relied on the assistance of their parents and guidance from their
high school special education teachers. Because the students are not able to advocate for
themselves, they often struggle in the first few years of college, as they become more
dependent upon themselves and do not have their old support systems in place.
To prepare students to become self-advocates, Field (2003) recommends giving
them choices. This allows the students to essentially be in control of their life and to also
take responsibility for their own actions. Although having a strong support system is
essential (Evans, 1998), if the parent or professional has been the only advocate for the
student, the student will not learn how to self-advocate for himself (Field, 2003). Skinner
also suggests students with learning disabilities need to self-advocate as many of these
students also suffer from low social skills (Skinner, 1998).
10
Test et al. (2005) used a framework of four components involving self-advocacy:
knowledge of self, knowledge of rights, communication, and leadership. Skinner (1998)
earlier found the same components, however, did not include leadership. Once students
are able to successfully self-advocate, they may then participate in leadership activities.
Regardless of the factors involved, the implementation of a transition program needs to
consider the students’ perspective about postsecondary environments (Field, 2003).
Support.
Schlossberg defines the factor of support by examining and discovering the
student’s social relationships including family members, friends, community members,
and support from the institution (Evans, 1998). Institutional support is the support offered
through the high school guidance office, high school teachers, and the higher education
institution’s disability support office. Students with learning disabilities must utilize the
support offered by their postsecondary institution. When students with learning
disabilities are actively engaged in class and around campus, it reflects the diversity
within that institution (Belch, 2004). Institutional support has been found as an important
factor in the success of students with learning disabilities transitioning into postsecondary
institutions (Skinner, 2003: Getzel et al., 2004). Getzel et al. (2004) recommended a
supported-education model for students who experience academic and social problems;
the access to these services would most easily be provided through this model. Students
who do not seek services and support provided by the disability office during their
freshman year are not able to easily succeed (Skinner, 2003). Skinner (2003) states,
“students are best served when they identify their specific learning disabilities as
11
freshman to the appropriate institutional office and continue to use the academic,
medical, and emotional support strategies that produced a successful high school
experience (p. 136).”
Support is not only offered by the institution but also offered through parents,
significant others, and friends. In a study conducted by Collet-Klingenberg (1998) found
that parent involvement was very important for the success of the student. The same
perspective of family involvement was agreed upon by students in a study conducted by
Morningstar et al. (1995). Student’s confirmed knowing their family wanted to help them
be successful was a factor in their achievement in college. Family members and teachers
were named key people in the transition process (Trainor, 2005). Family members and
teachers also work most closely with the student before making the transition to
postsecondary education.
Skinner (2003) recommends both group support and individual support. Group
support may be more effective for a student with a learning disability as they can learn
from the previous experiences of their peers. The option for students to learn from their
peers’ experiences is beneficial as it also builds trust and relationships. Learning about
how a student handled a similar situation promotes trust and can be more beneficial
(Skinner, 1998). Vogel (2007) confirms this rationale by promoting peer tutoring and
mentoring. Field (2003) suggests staff within the disability office at postsecondary
institutions should demonstrate the characteristics of self-determination. By
demonstrating this, the student can learn the characteristics needed to become self-
determined and then, to self-advocate. Promoting self-determination within this group of
12
students emphasizes the need for the students to create personal goals and to be able to
advocate for themselves (Skinner, 1998). Identity development for students and self-
advocacy skills during college are significant for the maturation process.
Strategies.
Schlossberg defines strategies as the actions taken by the student or actions that
impact the student to make the transition successful. Three strategies discussed within
this factor are: modifying the situation; controlling the meaning of the problem; and aid
in managing the stress in the aftermath (Evans, 1998). One way to modify the situation is
to change the accommodation request process for students. Currently, to assist students
with learning disabilities in higher education institutions is to provide the student with
accommodations. These accommodations are granted by the institution’s student
disability office and implemented through the academic unit. Field (2003) suggests this is
not the best strategy for the success of the student; it places the disability office in-
between the student and the faculty member. This also forces the student to request their
accommodations each semester, which, to the student, can be frustrating, embarrassing,
and stigmatizing (Field, 2003).
Field (2003) offers three strategies that promote self-determination in higher
education settings: universal design in the classroom, personal goal setting by the student,
and to provide instruction and support regarding self-determination. Chiba and Low
(2007) evaluated responses from students who were enrolled in a course that promoted
successful transition to college. After the evaluation, Chiba and Low (2007) found more
students were able to understand their disability, benefited from having the support of
13
peers with learning disabilities around them, and were able to effectively communicate
with professors about their needed accommodations.
Controlling the meaning of the problem can begin from the side of the institution
or from the faculty and staff who work directly with the student. Oesterreich (2008)
recommends special education teachers to engage in professional practices that confront
discrimination and bias on those students who were place in special education classrooms
in early education settings. Oesterreich (2008) also explains these educators are within
the position to bridge the ability gap in college retention and graduation. Staff training
should focus on how to teach students skills that promote self-advocacy; they should also
focus on teaching students about the laws that impact their education regarding their
disability (Janipa & Costenbader, 2002). For example the ADA and Section 504 require
the postsecondary institution to provide reasonable accommodations for the student;
however, these accommodations cannot be provided if the students do not identify
themselves to the disability office. Skinner (1998) also agrees helping students to develop
successful self-advocacy skills will result in an increase of retention rates as well as
program completion.
Aiding in managing the stress in the aftermath (Schlossberg et al. 1995) is
accomplished through coping modes: information seeking, direct action, inhibition of
action, and intrapsychic behavior (Evans, 1998). It is essential for disability staff at
postsecondary institutions to be well trained. Staff should be familiar with the current
laws and standards that impact their students and also how to teach self-advocacy skills to
their students (Janipa & Costenbader, 2002).
14
Summary
Research has been conducted on the student and their outcomes after transitioning
to a postsecondary institution. The situation the student has been presented with, the
student as a whole, the student’s support system, and the way the student handles the
transition all fall into Schlossberg’s transition theory. The following study will apply
Schlossberg’s transition theory to students with learning disabilities transitioning from
high school to college examining all four factors presented by Schlossberg.
This study aims to analyze the experience of a student with a learning disability
transitioning from high school to college. Guiding research questions focus on the four
“S” factors presented by Schlossberg (1995), situation, self, support, and strategies. In the
next chapter I will discuss the overall approach and rationale for the study, data gathering
procedures, and analysis procedures.
15
Chapter 3: Methodology
This chapter discusses the overall approach and rationale for the study, data
gathering procedures, and analysis procedures. Before data was collected, the
Institutional Review Board (IRB) at the University of Southern California approved the
proposed study. After approval the study then went through a courtesy IRB review
process at the institutions in which the students were recruited. I chose to conduct this
study using qualitative methods. By doing this, I have gained a more detailed
understanding of the transition process than I would if I were to have used quantitative
methods. The design of my methodology is described through a theoretical lens as
described by Creswell (2007).
Overall approach and rationale
The reason I chose to apply this theory to students with learning disabilities was
brought about when reading a limitation presented by Evans (1998). Schlossberg’s
transition theory focused on an average group of students transitioning from high school
to college; it did not include populations of lesbian, gay, and bisexual students, students
of color, international students, or students with disabilities.
Student responses from a series of interview questions have described the
transition of students with learning disabilities. The study was conducted from a
phenomenological approach in which a specific population, students with learning
disabilities, reflected upon their culture and their experience through the transition
process (Creswell, 2007). The data focuses on the experience of the participants, rather
16
than my own interpretations creating a psychological phenomenology (Moustakas, 1994).
Site and population selection
Data was gathered from two higher education institutions, both universities were
four-year, public institutions and located in the southern California area. A total of five
students were interviewed. All students were current undergraduate students at their
respective institutions and came directly from high school to the university. All
participating students were registered at the institutions student disability office, and
therefore have self-identified as having a learning disability.
Data-gathering methods
Five key informants were used to provide me with a deep understanding of their
transition process through one-on-one interviews (Taylor & Bogden, 1984). All
participants were given a pseudonym to ensure confidentiality. I conducted overt research
as suggested by Taylor and Bogden (1984) and informed each participant about my
research interests. I was sure each participant understood why I was conducting the
interview and therefore, it had an explicit purpose (Spradley, 1979).
The participants were asked two grand tour questions (Spradley, 1979): “What
have you experienced in terms of your transition from high school to college?” and
“What contexts or situations have typically influenced or affected your experiences in
your transition from high school to college?” (Moustakas, 1994). I then drew upon the
answers from these questions to gain a more in-depth understanding. The responses
provided structural descriptions from my participants (Creswell, 2007).
17
To triangulate my data, I also interviewed the director of each student disability
office. At one institution I was able to interview the transition specialist as that staff
member had the greatest understanding of the transition program in place at that
university. I asked about the current transition programs in place and ways the disability
office tries to outreach to their students.
Data analysis procedures
Once the interviewing process was complete, I transcribed each interview. I then
thoroughly analyzed each interview to find significant statements that provided
understanding to transition theory, or to horizontalize my data (Moustakas, 1994). When
coding and analyzing my data, I used an open coding process (Emerson, Fretz & Shaw,
1995). I found common themes that emerged from each interview. Throughout my
analysis, I aimed to find influential statements or short responses that presented the
essence of transitioning from high school to college as a student with a learning disability
(Creswell, 2007). After all data was collected and analyzed, I applied it to Schlossberg’s
four “S” factors: situation, self, support, and strategies.
Limitations
The participants of this study were recruited through the institution’s disability
office. The participant was then asked to contact the researcher if they would like to
participate in the study. Therefore, a response bias is present as the student is most likely
able to self-identify. Another limitation includes the amount of time allotted to complete
the study. For the study to be more reliable observations should be conducted and more
18
interviews should take place. As a graduate student working in a postsecondary student
disability office, I also have a personal bias within the study.
19
Chapter 4: Presentation of findings
“Part of me feels like I don’t want my learning disability to hinder me. But
at the same time, it frustrates me and sometimes it pisses the hell out of
me. Sometimes I hear my coworkers or classmates say I’m just using it as
an excuse. They don’t understand.” (Adam)
This chapter will outline and describe the data found. The chapter begins
explaining how data was gathered and a description of the participants.
Data collection
Data was collected at two large public universities in the southwestern United
States. A total of five students were interviewed as well as a staff member within the
student disabilities office. The researcher interviewed the students at their own
institutions in the student disability office. Student participants were asked questions
relating to Schlossberg’s transition theory (Schlossberg et al., 1995) and all four “S”
factors were proposed within the questions. Interview questions for the staff members
related to the culture of the office and the services offered through the office to
triangulate any data. All interviews were audio-recorded, transcribed by the researcher,
and then coded to find common themes within each “S” factor.
Participants.
There were five total student participants; three from one institution and two from
another. There were three males and two female participants. All of the participants were
undergraduate students. Both Anna and Jennifer were in their third year at the institution.
Adam was a spring admit student and was completing his first year of coursework. Luke
was a sophomore and Mark was a senior. A demographic chart can be found in table 1.
Interviews with student participants and staff ranged from 25 minutes to an hour and 45
20
minutes. The staff interviewed included one director of a student disability office and one
office that had a transition specialist. The staff interviewed had the most knowledge of
the transition support services offered on campus.
Table 1: Participant Characteristics
Student Year in School Gender Ethnicity International?
Adam Freshman Male Caucasian No
Mark Senior Male Hispanic No
Jennifer Junior Female Caucasian No
Anna Junior Female Caucasian No
Luke Sophomore Male Hispanic Yes
Data presentation from university staff.
It is important to recognize the data was gathered from two public, four-year
institutions in Southern California. Both of these institutions have student disability
support offices. Interviews were conducted to find which services were offered to
students through the university. At institution one, the student disability office recently
hired a transition specialist. This position was grant funded and aimed to reach four
goals: incorporating a strength-based philosophy; assist students with realistic self-
appraisal; incorporate assistive technology to learn more effectively; and to include an
academic success component. Nancy, the transition specialist stated, “social competency
is a big issue, not just a learning experience such as making friends; some of our students
aren’t learning how to make these initial transitions… most learn from their peers;
students who do not have peers to help them are missing out.”
Ruth, the director at the second institution, said her university did not have a
specific transition program in place because they “do not have a lot of incoming freshman
21
that actually notify us.” However, for the students who do self-identify, there are various
services the student may take advantage of. The office was awarded a federal grant to
focus on the retention and graduation rates for students with disabilities. The institution
offers programs related to career services, tutoring, and outreach. Ruth states:
“We’re constantly bringing that message out there. This is another type of
diversity. That it’s important to recognize and honor that diversity. And
that if the social construct would change, that people would be less
disabled than they appear to be if we adjusted how we construct our
society.”
Ruth continues to explain how important outreach is to her department. Ruth, and her
staff hope to find a way to reach students before they begin having academic troubles.
She explains:
“That’s a real issue because they identify themselves sometimes at the end
of the first year when they’re doing poorly and then it’s really difficult to
pull them up and out of a really bad experience as a freshman.”
Four factors of transition
Situation.
Individuals with learning disabilities can be diagnosed at any point in their life.
Most are diagnosed during their elementary and middle school years. Once a student
graduates high school and reaches the university level, it is then up to that student to self-
identify and register with the institutions student disability office. These offices try their
best to outreach to their students to let them know of available services. As one staff
member states, “We make our best attempt to participate in resource fairs for incoming
students; however, due to budget cuts, our outreach has been greatly curtailed” (Nancy).
22
Students are more likely to self-identify when they have been fully prepared while in high
school.
Point of Diagnosis.
Mark begins, “Well I think that it’s really important that if a student or a student’s
family knows that there is maybe something wrong; that they may potentially have a
disability, that they get their kids tested right away because the sooner the intervention
the better.”
The earlier the student is diagnosed, the more time that student has to adjust to not
only accepting the disability but also working with the school to find suitable
accommodations. Adam says, “I was diagnosed in third grade. That’s when the teacher
started noticing that I was reversing what I needed to write.” Again, before the student
reaches the university level it is the responsibility of the school and guidance counselors
to seek out students with potential learning disabilities (Individuals with Disabilities
Education Act Amendments of 1997). Adam began utilizing different types of
accommodations throughout his elementary, middle, and high school years. He was able
to work one-on-one with his teachers when he did not understand a topic and was also
able to receive any extra time that he needed.
Luke is a senior business major who came to the United States, from Mexico,
during his ninth grade year. Luke felt he was slower than a lot of his peers; however, he
thought it was because English was his second language, not because of a learning
disability. He stated:
“My parents didn’t know anything about it. And literally, I’m a first
generation student. The first of the family trying to get a degree in a
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foreign country. So they didn’t know anything about anxiety or learning
disabilities or anything like that. I just found out on my own. And
sometimes that’s good and sometimes it’s not good. I think I would have
been in a better place if I would have found out earlier. If I would have
told my mom about learning disabilities, I mean she’s not alive, but if I
would have told her, she would have been like, “what’s that”? My parents,
they don’t have the knowledge or a strong background in education. And
that can lead to ignorance.”
Once Luke began college, he was referred to the disability office and was then tested.
After being diagnosed with a learning disability and also an anxiety disorder, Luke was
able to utilize accommodations within the office. He really feels as though he has been
able to be successful due to his accommodations.
The point in time in which the student was diagnosed is an important factor for
the student’s success in college. Although family is often looked at as a support system,
in this study, the family was also viewed as a situational factor. Did the student have a
family that was looking for a disability due to an older child having a diagnosis? “Having
an older sister who also has dyslexia too was kind of helpful because I could go to her for
her to reinsure me that it was okay” (Jennifer). Jennifer does have a support system that
includes her sister; her disability was detected early on because her sister had the same
diagnosis.
High school days.
The accommodation(s) a student receives in high school prepares them for what
they are more likely to receive once they reach college. If a student has received any type
of accommodation, they are more than likely not know what to ask for once they reach
college. Mark and Anna both had very similar experiences in college:
24
“I didn’t use any accommodations in high school. The best that I could do
was ask my teachers for more time and say, “hey, I’m not getting this and
I’d really like to come in at lunch” or something like that. And some
teachers were okay with that and some were not. So it was kind of you
could or you couldn’t in middle school or high school I didn’t really get
the accommodations that I needed. I just had to do the best that I could”
(Mark).
Mark’s disability was not recognized in high school. Anna’s disability was recognized
and an Individualized Education Plan (IEP) was put in place; however she had the same
type of relationship with her teachers:
“I would always just tell my teachers and they would just let me stay a
little bit after when I was taking a test. Like I said, everyone was very
involved and very understanding so they were very helpful.” –Anna
Students who did need extra time on exams in high school found it easy to ask their
teachers for that accommodation. The participants who did utilize accommodations in
high school also found it helpful to have the extra time for exams and assignments
because they were able to have one-on-one attention from their teachers. They were able
to ask any necessary questions without any peer pressures. As Adam states, “Because I
was able to have that one-on-one, there was no pressure, there was no stress, there was
no, “God…what is going on” feeling” (Adam).
In Mark’s scenario, he felt he was better serviced with accommodations once he
reached college:
“In high school my disability wasn’t really recognized and so I wasn’t
given the services I was provided with here like extra time and a note
taker. Simply because I did really well in school in some subjects but
some I did really poorly in. But they said it wasn’t exceptional enough for
them to provide services for me in high school or middle school.”
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Student disability offices are essentially in effect for the student once the student commits
to the institution. In most cases, the institution does not have a lot of contact with the
student prior to their freshman year, and therefore, does not play a major role in the
situational transition factor. Student disability offices will outreach to student,
encouraging them to register with the office; however, this is not mandatory. Adam stated
he had a difficult transition coming to college due his family situation back home:
“Being an only child, plus having older parents, was a good thing because
like I said, it matured me, but at the same time, when my mom passed
away, my life when from one end to the other. My life went through a
loop. All of that stuff you learn to do in college to prepare yourself as an
adult, I couldn’t do. I just couldn’t do it. I went from point A to point Z. I
was a mess. …. She instilled some of that inside of me in the sense of the
comforts. And I want those comforts again.”
Adam was able to register his first semester within the student disability office, but he felt
as though he was unable to receive any type of support from the office. Because more
students are being diagnosed with disabilities and seeking support, student disability
offices are growing, not only in students but also in staff members as well to better
accommodate students.
Students with disabilities are not always able to self-advocate for themselves and
coming to the student disability office can be a stressful step when making the transition
to college. Students may be intimidated by factors from where the office is located to
who is working within the office. Due to some of these factors, student disability staffs
try to keep an environment that is open and inviting. Nancy explains:
“We try to have a comfortable environment, a place where there is
structure. Our processes are consistent and students can either make an
appointment or walk-in. We try to keep as many options open as possible
to our students. But we do want to ensure a professional environment.”
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First trip to the disability office.
Each trip to the student disability office is different for everyone. Adam’s first
experience was quick. He did not want to have to advocate for himself. He explains:
“ I knew I had to do it but I didn’t want to do it. I’m not… when I walked
into this university, I didn’t see… I didn’t really feel… I felt like I was
abnormal. Everyone else was mentally disabled, everyone was physically
disabled, and I’m nowhere near any of those kinds of things. So initially it
was very quick. It was what I needed to do because I had exams coming
up.”
Mark explains his first scenario:
“My first trip to the disability office was interesting. I met with my advisor
and he’s a really cool guy. He made sure my classes were in order, and my
accommodations would help me, and he told me about all the stuff that
was available to me like note-taking, testing accommodations, and other
stuff too. And they were really flexible, really friendly people. I didn’t
have a problem with them at all. If I had to take a test or something like
that I’d just show up a little earlier and people would understand. They
were really welcoming people which was good because you need that
diverse group and also people that are on the same mind set which can be
really effective in the disability services department.”
Mark explained he had an easy transition to college. He relied on the support offered
through the student disability office as well as the accommodations and services they
offered. Luke’s transition was more difficult because he did not know of his
responsibilities or of all of the accommodations offered:
“Well, my experience was a challenge because I didn’t know…. I didn’t
have any financial aid. So I had to work two jobs to cover my tuition and I
was taking classes. So the first year, I was trying to get used to it, the
classes, how the system worked; how to talk to the advisors and obtain the
degree evaluations. I mean, I didn’t know that. No one told me I had to do
this.”
Jennifer’s first trip to the disability office was an easy experience and one she expected.
She stated:
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“It wasn’t really scary at all just because was a self-advocate for three
years before so it was kind of like okay what do I need to do? Everybody
was very welcoming. You don’t really feel out of place at all, which is
nice. And they assign you to a counselor so it’s kind of nice being able to
go to that counselor on different occasions.”
Thoughts entering college.
Participants were also asked about any preexisting factors they had before and
during the transition they had to their institution. This included anything ranging from
transition plans put in place by the high school to who helped the student make the
transition.
“There wasn’t any plan put in place. I mean, it was pretty much just the
help from my parents. And my uncle and my aunt, they really helped me
through the admissions process and finding out which schools had really
good disability support services and services that would also be able to
help me transition from high school to college.” –Mark
Mark’s situation was also more successful as he had a support system from his family
also in place. Jennifer also made a successful transition; however, she felt her situation
caused her to make the transition solely on herself:
“It was all on me. They kind of helped me to think about my possibilities
of where I could go and set me up to the extent of getting transcripts over
there. But really nothing on the disability end of it.”
Anna also thought that her transition was more on herself. She learned from her
experiences and then continued to move forward:
“Well it was difficult at first, and I had to make a couple mistakes. And
then from that, I really learned and I’m fine now, I would say. But
definitely at first I thought I’d be fine, and then it didn’t really hit me that I
was kind of like, oh, wow, I finally realized this is really different. I need
to step it up and then from there, that’s when I finally had to step it up.”
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Adam did not feel he had a successful transition. He thought it would have had been
more successful if there was more individualized attention.
“There are so many preexisting factors that will effect the learning
environment for each child. Be it, the teacher’s quality, style, mentality, to
who you’re interacting with in the classroom. Schools have blanket
teaching, and blanket programs.”
Disability procedure.
The last theme to emerge within the factor of ‘situation’ was regarding the procedures the
student disability office used and the accommodations given to the student. This theme
was found after the student began college and was through the initial transition. Jennifer
stated:
“I immediately signed up the first semester to take advantage of testing
accommodations. Which I don’t think I used my freshman year. I think the
first semester I didn’t really, and then I kinda did, and then they also gave
me accommodations for Kurzweil ®. So I found it was great idea because
I’m a horrible reader and it helped it so much. The only problem was most
of the books weren’t in their files so by the time I got my books back on
CDs, it was already a few weeks into the semester and I didn’t think it was
worth it. So I stopped using that. But my testing accommodations, always,
I absolutely always use them. I don’t know what I’d do without them.”
Anna also thought her accommodations were more beneficial to her in college:
“It was literally going from, ‘wow, this is how everyone else thinks,’ it
was completely different. And so now I can sit through a whole class and
listen. Like before, that would never happen, ever. Wow, I can actually
listen to what people are saying.”
Luke was not diagnosed in high school with a disability. Therefore, once he was able to
learn about the impact of his disability, he utilized his accommodations to become more
successful. He felt he had the support he needed to succeed:
“It’s really helpful to have that support from advisors and use their
services, for example, if I wanted to do a task, they give me extra time.
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Which is fine, because it kind of reduces the anxiety when you take an
exam. And also you have accommodations like extra tutoring, if you need
help specific course that you’re struggling with, you get extra hours of
tutoring in that subject. They have tutors at the high-tech center as well
and they are willing to help you out.”
Luke’s situation changed for the better once he began working on his college degree. He
was able to utilize services suggested by the university to assist him in learning
techniques and strategies. Depending on the university’s policies and procedures,
students with identified disabilities may be more strongly encouraged to make the most
of the services provided.
Self.
The factor of self focuses on who the student is. This includes how they view
themselves, especially in terms of their disability, if and how the student was able to self-
advocate and the goals the student has set for themselves in college or life in general.
Who I am.
The first theme that emerged from the factor of self, was the overall discussion of
how the student identifies and if their disability is included as part of their identity.
Participants also included any background information pertaining to their identity
development and factors that influenced that development.
Adam thought his background had a major influence on his transition to college.
Before he began college, Adam lost both of his parents. Not only did he have to learn
how to handle life on his own but once he began college he also found it difficult to
balance work and school. In high school he was able to turn to his parents for support and
advice; he believes his transition to college was not as successful because he was now
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doing everything on his own. Adam also believed his experience and development in
high school also strongly impacted his identity development in college. He states, “When
I graduated from high school, I was also coming to terms with my sexuality. I wasn’t so
quiet. My disability had different effects on me.”
Participants had varying thoughts of how the disability was part of their identity.
For example, Adam explains how he understands his learning disability is a part of his
life, but does not feel it is a strong piece of his identity:
“I used it to take my exams and try to pass my classes… God, and I hate to
say this… hate to sound prejudice… but my learning disability, it’s not
who I am. It’s just an aspect of me that affects my being able to continue
with school and to be able to get that degree and stuff like that, but it’s not
to the point that I can’t function. You know, I can handle a job, a living
situation. So to me, it’s just an aspect. It’s just a percentage of me. It’s not
who I am and I think that’s why, due to my own choosing, I didn’t take
full advantage, or I did and just realized, ‘okay this is a lot tougher than I
thought it was going to be.’”
When Mark was first diagnosed, he had a tough time accepting the disability:
“In high school, I think I wasn’t as accepting; I was still in that stage
where I was trying to understand why I couldn’t be like other people and
be normal. It was just a hard time. This is also the same time I was
diagnosed with my disability and so it was kind of the pressures of getting
through high school and dealing with this and trying to recognize that
something was wrong. But now, it was on paper and somebody
professionally was telling me what this diagnosis was.”
Mark did learn more about his disability and came to accept it would be a part of his
identity. He believes his positive attitude and outlook allowed him a more successful
transition to college. Anna’s transition to college was also successful. Whenever she is
faced with a difficult decision or situation, she tries to stay optimistic and find the
positive points within the scenario. For example, Anna is not bothered by the length of
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time it takes her to complete her homework. She says, “For me, yeah, maybe it takes me
longer to get through everything, but I’m going to have a fulfilling job once I graduate.”
Being diagnosed with a learning disability can also be frustrating to students.
When Anna was first diagnosed in high school she was happy to use her given
accommodations and enjoyed she was back on the same level playing field as her
classmates. However, reflecting back on her time in high school, she says, “By the time I
graduated high school, I don’t think I was on the same level of students who didn’t have
disabilities, but that had my GPA, to be completely honest.” Adam feels as though other
people are judging him due to his disability:
“Part of me feels like I don’t want my learning disability to hinder me. But
at the same time, it frustrates me and sometimes it pisses the hell out of
me. Sometimes coworkers, classmates, say I’m just using that as an
excuse.”
Adam’s experience with frustration and anger is similar to other participants’ reactions
when they were first diagnosed. Also, it is important to focus on Adam’s statement
regarding his coworkers and classmates. Not only are these people not supporting Adam,
but also people who are not educated on the subject are bringing down his self-esteem.
Self-advocacy.
The next theme that emerged was a matter of if the student was able to self-
advocate. This was found to be the most prominent factor in determining if the student
was going to have a successful transition. The ability to self-advocate was defined as the
student saying they were able to tell another person or professional they had a diagnosed
disability, how that disability impacted the way they learn, and the accommodations they
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received. Participants were also asked to compare their ability to self-advocate between
high school and college.
Jennifer’s transition was very typical of what other participants said regarding the
different stages of the transition and being able to self-advocate:
“I don’t think I could advocate for myself as much in high school. I think I
still had growing up to do. Because I had my mom right there with me to
kind of get me through high school for what to do. And then once I got to
college it was a lot more on to me because they didn’t know anything that
was going on with what classes I was really taking and who I had been
speaking with. It was just kind of, okay what have you been doing and
stuff like that. So I really had to step up to, for myself, to get things done
or it wasn’t going to get done.”
Jennifer’s story shows how much responsibility is placed on other members of her
support group, such as her parents and the high school she attended. Once Jennifer began
college, she realized she would have to do more on her own; this included her knowing
she would have to be able to advocate for herself.
Anna was advocating for herself in high school. She was the oldest child of her
immediate family and her cousins. It was important to her that she was a good example to
follow. By using her accommodations and talking about them in a positive manner, she
believed she was taking away the negative stigma that surrounds learning disabilities.
Two of her cousins have also been diagnosed with a learning disability, and she
encourages them to utilize the accommodations offered. She explains:
“For awhile I wanted to be like, I can do it. I can do it on my own.
Because I’m the oldest of them. So I’m always like, take advantage, take
advantage. And if I need a little extra time to take a test, heck yeah, I’m
going to take advantage of that. Because you know what, it’s just silly.
Like who are you fighting against? Like who are you trying to prove a
point to? It’s only going to hurt yourself in the end. So for me, I will
always take advantage of it. I will be the first to tell the teacher I have
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extra time. I’m not embarrassed by it very much, you know, if a teacher
can help me out, absolutely, I will take advantage of it.”
Anna also discussed self-advocating regarding her professors. Students with diagnosed
learning disabilities may be able to self-identify and register with the student disability
office; however, participants said that explaining those accommodations and learning
limitations to professors can be “challenging, embarrassing and frustrating.” Participants
have expressed different reactions from different professors. Adam says:
“So there were times when I didn’t want to talk to one teacher about this,
and this is what he or she needs to do so that I can get my extra time or
whatever kind of thing. And others were like, okay, cool with it.”
As discussed earlier, Anna was comfortable talking to her professors about her
accommodations; however, she also sometimes had a difficult time. She explains:
“I’m usually comfortable telling a teacher my situation but this teacher is
kind of one of those guys I would be nervous telling it to. And he’s very
quick and if you don’t get what he says right away then it’s like too bad.
So I’ve never asked him to repeat anything or try to explain a concept
another way.”
Luke also had similar experiences; however, because he was not diagnosed in elementary
school or early in his high school years, he had to learn to accept his disability as he was
developing his own identity as a college student:
“Sometimes, its intimidating. Maybe they’re not intimidating but you’re
embarrassed. And I guess the hard part, when I tell him I need extra time,
or when I tell the professor I have a learning disability, it’s kind of really
hard for me to say all of the time. And I don’t feel comfortable with the
professors. At first when I was diagnosed with a learning disability, I felt
horrible; I thought I’m not going to succeed in anything. But it’s not that,
it’s just something I’m not good at and they’re trying to find how I can
overcome it. So now I have a different perspective. But the first couple of
years, it was just depressing. I mean when someone diagnoses you with
something that you’re not aware of, especially if you’re not really well
34
educated about what learning disabilities are or whatever is wrong with
you. It’s really tough to adjust.”
The experience shared by Luke, begins to explain how some students start to understand
how their disability impacts their identity development. To begin to advocate for oneself,
the student must be able to accept the disability as part of their identity.
Goal setting.
The last theme that emerged from the factor of self was goal setting. This theme
focused on the goals the participants set for themselves. Participants were asked what
their goals were for the first semester of college. Did they set any goals? Were the goals
set just for the semester, or were they more long term?
The goals Adam set for himself were to “just to get through the semester”. He
stated, “With all the stuff I had going on in my life, I wanted to just get through that first
semester because that semester was going to be the most difficult.” Adam and Luke had
similar experiences. Luke’s first goal was to get through the semester; he understood he
had a lot of adjustments to make regarding his disability. After he completed his first
semester, Luke’s goal was to graduate from the university. This goal was consistent with
the other participants. Jennifer explained:
“The main goal is to finish! Coming down here from Northern California,
not really knowing anybody within my first year, it was kind of like how
can I get out of here as soon as possible? I realized that was a very
unrealistic goal because I was trying to add on too many classes that I
couldn’t’ handle. Then it just kept extending, to graduate this year, to
graduate this year. I think that was the main goal.”
Jennifer’s goal was originally to graduate as soon as possible. Once she realized
she could not graduate as soon as she wanted to, she accepted it, and then focused on
35
graduating a few years later. Her learning disability did impact the length of time it will
take her to graduate from college. Jennifer’s positive outlook allowed her to continue
through college without taking any time off or withdrawing. Anna also has a positive
outlook on life and her disability. Rather than focusing on making it through a semester,
or graduating as soon as possible, Anna’s goal was to get into her major, a very
competitive program within the school:
“My goal was to get into my major. That was everything. That’s why I
came to this school. It would have been the biggest let down for myself,
personally. And I looked all over the US for a good program because I
always knew I wanted to do that. And so when I found this, I was like, this
is perfect. And then I didn’t think I would get in. But I got into the school
and I was happy because it was so competitive and they still accepted me.”
Mark’s goal focused on his identity as a student:
“My goal was just being the best that I could be, in school, in
extracurricular activities. I was an RA in the honor society; I was just
getting involved and doing as much as I could. And never letting that
disability gets in the way. I knew it was just a part of my life and without
it I really couldn’t get to where I wanted to be because that sense of
motivation and that sense of challenge just really drives me. So I think I
would be a totally different person if I didn’t have a disability.”
The goals presented by the participants correlate with their ability to self-identify and
self-advocate. The participants who felt they were able to self-advocate set goals that
were more long-term and more holistic. The participants who were not completely
comfortable with their disability and not able to self-advocate, tended to set more short-
term goals.
Support.
Support has been a part of each transitional factor thus far. Participants were
asked to consider their most prominent support systems in high school and college and
36
through the transition they made. The factor of support included three main themes: who
helped the student make the transition, who the participant viewed as their strongest
support system, and the support received from the institution.
Making the transition.
Participants have suggested that it is critical to have a support system when
making the transition from high school to college. The participants who had strong
support systems were more likely able to self-advocate and also more likely to have a
successful transition. Adam felt he received more support in high school rather than in
college. He states:
“In my math class, it would be one-on-one or one-on-three. Not one-on-
twenty or thirty or even in a traditional math classroom. The teacher, she
is the teacher for students with disabilities, and she gets us.”
Individualized attention was important to Adam. When he began college he felt he did
not receive any individualized attention. He stated, “My transition was solely on myself.”
He did not have anyone to turn to while making the transition nor did he once he began
his program.
When making the transition to college, participants stated their immediate family
members were the support system they needed to be successful. Jennifer explains:
“I think my mom helped me out a lot with the transitions because she was
always asking me what was next. What did I need to do? So I always had
a person kind of making me move towards stuff which was helpful.”
Anna also believes she was able to have a successful transition due to her parents support
and push to use the disability services office:
“As soon as I got here my parents, my parents are very involved but not
like in a bad way; they’re very supportive, they’re great, they really are.
37
And so they really make me take advantage of the disability programs
here.”
Participants show it is important to have a support system when making the transition
from high school to college. The support system that was the most common was
immediate family members.
Strongest support systems.
Participants were asked directly who they felt their strongest support system was.
Responses ranged from parents, to friends, to religious centers. Adam’s support system
was through “family friends and also friends.” He stated, “It was the moral support, the
moral boost that I really appreciated.” Mark felt as though his strongest support system
came from his parents:
“My parents were definitely number one. They’ve always supported me,
always being there for me. And then my uncle and aunt helping me to
prepare for college was great because I’m a first generation student. But
mostly it was from my parents and my uncle and aunt that really helped
me gain the motivation of always working hard; just to have that mind set
of always keep going and not matter what happens or what’s in your way,
resolve it and find your way. Finding what services were provided.
Finding a good college environment.”
Anna also felt her parents were her strongest support system:
“My parents. Absolutely. They have been so understanding. They are
wonderful. They way they handle everything. They knew I had to learn it
on my own, though they tried to teach me, they knew realistically I needed
to learn it on my own. They were very supportive which was great.”
Jennifer also felt her family was her strongest support system. She relayed how important
it was to have someone to talk to:
“It would definitely be my family. Definitely having a strong family who
is encouraging me to finish my education and just being completely
supportive about how long it was going to take and being completely
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understanding about my disability and everything and how it’s a bit
different helped out a lot. Like having someone to go to. Like if someone,
even if it wasn’t their family, if they had someone to go to that was kind of
their little cheerleader, I think it helps out a lot.”
Having someone to act as a “cheerleader,” as Jennifer states, was a common theme from
participants. Adam stated it as, “he was my punching bag”. Luke’s strongest support
system came from the Buddhist Center. He says:
“I have been going there about 2 years. And those are the people I call
whenever I get stressed. This is my second year. It helps so much. I just
love them with a passion. It’s my second year and I don’t think I’ve
changed a lot, but people say I have.”
Participants received support from their parents, their family friends, friends and cultural
centers. It does not matter who or what the support comes from, but that it is there. Adam
states:
“Regardless of any disability, mental, physical, social, having somebody
to talk to and just at times, break down and express your anger, your
frustration, your sadness, your stress, I think that would help.”
Adams explanation summarizes what each of the participants stated. It is important to
have someone to talk to, someone to ask questions to, and someone to receive support
from.
Institutional Support.
The last theme that surfaced within the factor of support was the support system
provided by the institution. Participants were not directly asked if they thought the
institution was part of their support system; however, each participant stated using
accommodations through the student disability services office has assisted them in having
a successful transition to college. Mark stated, “I experienced a lot more support thanks
39
to disability services. In college, they were a lot more understanding of my disability than
in high school.” Later in the interview he stated:
“My development going from high school to college was really great
because when I went to the disability office here, they understood where I
was coming from and it was really cool because I had never received that
kind of support before. It was very influential and it kind of helped my
confidence level coming in and it just overall made life easier.”
Jennifer also had a similar opinion:
“The university has been really supportive. I have definitely gotten a lot of
support with attempting to find jobs and so from the career center, which
has been really nice. And whenever I need to talk to someone, I’m able to
talk to a counselor here, too.”
As discussed above, it was important for the participants to have someone at the
institution to turn to when they had questions or concerns. A couple semesters into
college, Anna began to have some academic problems and became overwhelmed. She
turned to the student disability office for support. She said, “I thought I was going back to
my old ways so I started freaking out and I went in there with the disability counselor. It
was just like she was a miracle worker.” Anna continued:
“Right when I decided to take a semester off, it was the last day you could
drop out without failing your classes. I needed an appointment with Betty,
my counselor. She fit me in, I was balling at her desk, and I didn’t know
what to do. She was just so helpful and she was really great. I’ve come in
here a few times just freaking out. That first semester I came back, I was
getting so overwhelmed with stuff, it was stupid things, I came in here and
told her everything. I just needed someone to freak out to.”
Anna continued to express how grateful she was to be able to turn to the student disability
office for support. She built a close, professional relationship with her counselor, Betty,
and was then able to utilize other support systems offered through the office such as the
career counseling services for students with disabilities. Luke also utilized the career
40
services offered by the student disability office as well as tutoring services. He stated,
“They’re helping me to find a job and best ways to network.” Mark mentioned an
institutional support system that was in the process of being created, a student disability
council:
“They were in the process of making a student disability council. Where
students who were registered with the office could have an executive
board to put on programs and have more outreach to get the word of the
student disability office more out there. I think that it was really good
because there is a significant underrepresented population there. And I see
a lot of students with disabilities that are having that kind of hard time
getting to know each other and socializing. And so something like that, the
social engagement is really good, too. To build that sense of community,
but also getting them out there.”
The student disability council would offer a support system through peers rather than
through faculty and staff. This is discussed more in the next section under strategies.
Faculty and staff do need to offer support to those students who identify
themselves as having a learning disability. Not receiving support from professors can be
“discouraging and embarrassing… almost shameful.” Adam stated, “I really didn’t have
it [support] that much in the sense of university professors and stuff like that, I went for
awhile to counseling and things like that and it sort of helped.” Jennifer felt she had
excellent support from her professors. She explained:
“A lot of my professors have been really welcoming and really
understanding. Which I think makes it even easier than having to struggle
you know with the teachers. You know, this is why I need extra help with
this and them just completely not understanding.”
Jennifer was able to utilize support offered by her professors as well as using services
provided by the university. She summarizes, “Whether it be just that you’re kind of
stressed out, you’re able to talk to someone and thy just help me relax and everything.”
41
Strategies.
Three themes emerged from the transition factor of strategies: plans for transition,
utilization of accommodations, and institutional recommendations. This section finds
what transition plans were in place for the student before they made their transition and
the tools or accommodations they used to make a successful transition. Lastly, the section
discusses recommendations made by the participants for better transition programs for
institutions.
Plan for transition.
Of all five participants, their high school guidance counselor did not provided one
of them with any type of transition plan. Adam said it was discussed, “but there was
nothing specific in place”. This was the same for the other four participants. The summer
before Mark began college, he worked with a professional, not related to his high school
or future institution:
“I think, when I finally got the official testing and trying to understand
what I had, and then also the recommendations from a professional who
told me about going through therapy. Which, I actually did do my first
year, just to see how it was. And it really did help with memorization,
study skills, that sort of thing. So I used that my freshman and part of my
sophomore year to help make that transition.”
All five students, excluding Luke, expressed their frustration with not knowing what to
expect after they left high school. Luke did not know the difference, however, wishes
someone had reached out to him in high school.
Utilizing Accommodations.
Utilizing the accommodations and services provided by the university was placed
under the factor of strategy, although also considered a type of support system, it is a tool
42
and learning technique a student can use to become successful. Adam and Anna both
used examples of using their accommodations while taking a writing proficiency exam.
Adam explained:
“So what helped me in the case where I had to take the writing proficiency
exam, and I arranged for through the office of learning disabled students I
was able to take my exam through them, which allowed me extended time.
It allowed me to sit at a computer and not be rushed. So I was able to write
my essay, look it over, and spell check. Because I can tell you right now,
if I hadn’t been able to do that I never would have been able to pass the
exam.”
While Adam talked about his accommodations during the exam, Anna discussed how she
was able to take a writing course with more individualized attention because she was a
student with a registered disability:
“I also just took a class with them to prep for the writing proficiency
exam. The first class that I took, they offered one for students with
disabilities and it was awesome. The class with disabilities was tiny. There
were 10 of us. The teacher was just great. When we had to do drafts, he
would work individually with each one of us.”
Anna was happy she was able to receive the extra attention she needed to be successful in
her writing class.
Mark understands how important it is to receive and utilize available
accommodations and services; he wants other students to understand as well. He
explains:
“I met some students that had learning disabilities, and other things, and
they didn’t really embrace the services, maybe because it was a pride
matter or they just didn’t want to be different and that’s totally fine. Just
for myself, I think it makes life a lot easier if you come to terms with it
and also embrace people who have it too. But I think there should be a
way that disability services can reach out to those kinds of individuals.
Because I think there are a lot of people who look at the incoming students
43
and different populations and they see students with disabilities and some
people aren’t registered.”
As Mark explained, it is important for students who are diagnosed with learning
disabilities to register with the student disability office so they can receive the
accommodations and services they need.
Recommendations.
The recommendations provided are from the participants’ responses to the
question, “What is your recommendation for a transition program for students with
learning disabilities?” Recommendations included changes to classroom activities,
outreach programs and peer-mentoring programs.
The first recommendation included changes to coursework. Adam thought it
would be beneficial to have a course that students were required to take that prepares
them for what to expect in college. He did not believe orientation was enough of a
preparation. He said:
“Have them take a semester, a year, of college life preparedness. Because
I’ve heard a lot of kids get lost that first year because they are not used to
living on campus; all of the responsibilities, they’re just not prepared for
it. I would say that would be a great thing. Just some type of college life
preparedness, not just preparing you for what to expect in studies and in
classes but just what to expect in life while you’re in college”
Luke’s recommendation regarding coursework was to be able to substitute coursework.
He felt as though sometimes “it is just impossible to learn certain information”. He
continues:
“I think it’s important to know that everyone is different in different ways.
We’re all unique. But I think that colleges and universities make you take
all these classes you don’t really need and classes you’re not good at it. I
think students with disabilities should be able to substitute certain classes.
44
As long as there is a record that shows the student has a learning
disability, and they have tried going to the tutors, and they are trying to
pass the class.”
The last recommendation that related to classroom activity was training for professors.
The recommendation came from Adam:
“I would love to see it e a requirement, have to teach the staff member of
every class, every teacher that interacts with students, at least learn, if they
haven’t already, if there are signs, that there could be a learning disability
in their class or a student because that my tell them, okay I need to change
the way I’m teaching, or I may need to change my program. Because X,
Y, and Z doesn’t always work for A, B, and C.”
Adam believed having his high school teachers and counselors support him throughout
his high school term was beneficial and wished to see these services implemented in
college. He believes professors should look for signs of learning disabilities as well as
learn how to use different teaching styles depending on the students in the classroom. If
professors are more open to teaching strategies including universal design, Adam
believes more students may feel more comfortable interacting with professors.
The second set of recommendations regarded outreach to students on campus.
Adam wanted more opportunities for students with learning disabilities to receive
scholarships and grants for college. Because he had to learn how to balance school and
work with his learning disability, he thought he would have been more successful if he
did not have to work as much. He states:
“They should have scholarships, grants, that are for the learning disabled
student. Because we are the ones that we’re not a scholarship on race, it’s
not a scholarship on merit, it’s not a scholarship, we’ve just had it a little
bit harder in life, but we still want to drive and strive for the better and
stuff like that. I think there needs to be more programs, more scholarships,
more grants, more opportunities in general, because I don’t think high
schools do, because like I said with my case from high school.”
45
Mark thought it was best to outreach to students during orientation. This is when the
student is first coming to campus. If, like the participants, there was not a transition plan
put in place by the high school, it may be hard for the student to make the initial
transition. Mark also believes this would be a great way for students with disabilities to
interact with one another:
“I think it would be cool if they had their own orientation. Because that
would really kind of get their awareness about the university, see what the
services are, meet the people. Because you know, I met someone really
cool people but I never saw them on a day-to-day basis, and then the only
time I got to hang out with them is when I was an RA and had a
disabilities program during disabilities month so I got to know them a little
bit. But I think it would be better if we had some kind of social events to
see who is around my community. Meeting someone who has something
in common with you is really cool and you get to expand on that and
develop cool friendships.
Mark then continued about having a student organization for students with
disabilities to be involved in:
“And then having like some type of organization, like a DSS student
council. And having that representative in student government and just
having them involved in campus like civil engagement and co-curricular
activities. It can improve opportunity to participate.”
The next set of recommendations also relates to students using each other as a
support system as mentioned by Mark. Anna recommended a peer-mentoring program:
“I think it would be awesome, and I don’t have the time to specifically set
this up or else I totally would, but a mentor/mentee type program, that
would be awesome! If I could’ve just met someone like me, I think it
would’ve been different. So if there is a girl who wants to join a sorority
and she has a disability, I would have so much good advice for them.”
Jennifer also agreed to have the same type of program:
46
“Having maybe some current students could take new students around
campus, give tours, and talk about possibilities for accommodations.
Having someone that they’re able to get a hold of is important. You can
stress out for the odd hours of the day, and students, us young ones are up
at odd hours anyways. So I think if they really needed to gat a hold of
someone, it would really be possible rather than having to wait until the
next Monday to talk to someone, it would be really helpful.”
The other recommendations from participants included counseling. Participants
recommended both individual and group counseling sessions. Jennifer thought he
counselors at her university “have done a really great job of making the ease into
everything not being as stressful.” Adam thought it would beneficial to have group
counseling sessions:
“I’d also want to offer group counseling sessions because it is an aspect
that can affect the learning process and can also affect ones own psyche,
because like I said earlier, society really dictates a lot to us as we grow.”
Luke also agreed that having counseling sessions would be beneficial. He stated, “I think
students should be recommended to counselors to help them out; having a counselor I
could go to on a regular basis would be really nice.”
The following table summarizes the themes found in the study relating to
Schlossberg’s Transition Theory:
47
Table 2: Summary of Themed Quotes from Participants
‘S’ Factor Themes Emerged Quotes from Participants
Situation
Point of Diagnosis
Experience in High School
First Trip to Disability Office
Thoughts on College
Disability Office Procedure
“I think I would have been in a better
place if I would have found out earlier.”
“Everyone was very involved and very
understanding, so they were very
helpful.”
“Everyone was really welcoming… you
don’t really feel out of place at all.”
“But definitely at first I thought I’d be
find, and then it didn’t really hit me that
I was kind of like, oh, wow, I finally
realized this is really different.”
“It’s really helpful to have that support
from advisors and use their services.”
Self
Who I Am
Self-Advocacy
Goal Setting
“I think I wasn’t as accepting; I was still
in that stage where I was trying to
understand why I couldn’t be like other
people and be normal.”
“So I really had to step up to, for
myself, to get things done or it wasn’t
going to get done.”
“That sense of challenge just really
drives me. So I think I would be a
totally different person if I didn’t have a
disability.”
Support Making the Transition “I think my mom helped me out a lot
with the transitions because she was
always asking me what was next. What
did I need to do?”
48
Table 2: Continued
Support Strongest Support System
Institutional Support
“Definitely having a strong family who
is encouraging me to finish my
education and just being completely
supportive about how long it was going
to take and being completely
understanding about my disability and
everything and how it’s a bit different
helped out a lot.”
“When I went to the disability office
here, they understood where I was
coming from and it was really cool
because I had never received that kind
of support before.”
Strategies
Plan for Transition
Utilizing Accommodations
Recommendations
“But there was nothing specific in
place.”
“So I was able to write my essay, look it
over, and spell check. Because I can tell
you right now, if I hadn’t been able to
do that I never would have been able to
pass the exam.”
“If I could’ve just met someone like me,
I think it would’ve been different.”
49
Chapter 5: Analysis
This chapter will analyze the findings discussed in the previous chapter and
compare them to Schlossberg’s transition theory, individually analyzing each of the four
‘S’ factors. From the analysis, suggestions will be made by the researcher for transition
programs at four-year institutions. Lastly, recommendations will be made for future
studies.
Situation
Five themes emerged from the situation factor of transition: point of diagnosis,
services received in high school, first student disability experience, preparedness to enter
college, and disability procedures at the university. Schlossberg et al state factors
influencing the situation are “trigger, timing, control, role change, duration, previous
experience, concurrent stress, and assessment” (Evans, 1998).
The point in which the student was diagnosed influences Schlossberg’s factors of
trigger and timing. Students who were diagnosed early in elementary or high schools had
a longer time period to adjust to the diagnosis and how it would impact their identity. The
earlier the participant was diagnosed the more likely they were able to self-advocate for
themselves. Being diagnosed in high school also allowed the students to learn which
accommodations worked best for their disability. For example, if a student received extra
time on exams, they were able to ask for this same accommodation coming to college.
The accommodations received in high school relates to the ‘previous experience’
factor stated by Schlossberg et al (1995). Schlossberg et al (1995) states it is important to
recognize how the student transitioned when they were first diagnosed with the
50
experience. Asking for accommodations for a second time may be similar; however, it is
important to note when transitioning to college, it is the responsibility of the student to
ask for the accommodations. Therefore, there is also a role change involved with the
transition to college. As found by the participants, being diagnosed with a learning
disability was frustrating at first. This would be seen as a role change loss by Schlossberg
et al (1995). Once the participants were able to accept their disability, the role change is
then seen as a gain; the disability is accepted and the participants are more able to self-
advocate for themselves.
College preparedness and university procedures fall within the control factor of
Schlossberg et al (1995) situation component. College preparedness is considered a
controlled factor. Does the student feel he is in control of his or her transition?
Participants, who felt as though they were in control, were able to self-identify and begin
the transition process at their respective institution. Participants who were relying on
family members and the institution to take control of the transition were not comfortable
self-identifying as having a learning disability. Trigger involves what started or initiated
the transition. University procedures are also under the control factor as the university
provides the accommodations and outreach to the student body. Again, the student must
take control of the transition and seek these accommodations when they first arrive to the
university. Participants who reacted to the transition, rather than took initiative, had a
harder transition.
51
Self
Schlossberg et al (1995) describe the factor of self as demographic characteristics
and psychological resources the student uses. This section analyzes the psychological
resources the student utilizes without regard to their gender, health, or age. Participants
provided three themes in relation to the factor of self: how they view their disability in
regards to their identity, if they are able to self-advocate, and the goals they have set for
themselves.
Four of the five participants have accepted their disability as a part of their
identity. Adam, the one participant who has stated, “it’s not who I am,” has not fully
accepted his disability as part of his identity. Although Adam was diagnosed early on in
elementary school, his support system changed once he reached college. He realized he
would have to advocate for himself and was not comfortable doing so. Looking at his
identity development in college, Adam had a lot of one-on-one attention in high school
and his parents were there to encourage him to express what he was thinking. Adam’s
background was different than the others as he lost both his parents just before college,
making his transition more difficult. Anna, Jennifer, and Mark had accepted their
disability as a part of their identity before entering college, making the transition easier.
Anna, Jennifer, and Mark were able to self-advocate for themselves when they
reached their respective institutions. Even though all three participants were a little
uncomfortable at first, they did not feel ashamed or embarrassed when working with the
student disability office. Self-advocacy coincides with ego development with respect to
psychological resources. The participants who are able to able to self-advocate are further
52
along in their identity development thus making an easier transition. For students who are
unable to self-advocate, and rely on other support systems, will have a more difficult time
transitioning to the university.
Goal setting was included with the factor of self as the goals set can begin to
explain the outlook the student has on the transition. Participants who had more short-
term goals, such as “just making it through the semester” had a more difficult time
transitioning to the university. For example, Adam did not know how far he would make
it in school, and the goal was to make it through one semester and then continue. Jennifer
did not want to be in school and her goal was to get out as soon as possible. After one
year of being at the university, Jennifer realized she would not be able to graduate as
soon as she hoped. She worked with a disability counselor to map out her plans for
graduation. Her goal was no longer to get out as soon as possible, but to graduate.
Graduation as a goal has a more positive notion to it than “getting out as soon as
possible.” The goals Anna set for herself were very specific, getting into her program of
choice. To get into the program, it took strength, dedication, and commitment from Anna.
Commitment is an area that Schlossberg et al (1995) state will help ensure a more
successful transition.
Support
Three themes were found under the factor of support: who supported the student
in making the transition, who the participant viewed as their strongest support system,
and support received from the institution. All three areas of support impacted the student
in terms of being able to self-identify and self-advocate.
53
Mark and Jennifer stated their parents were there to help make the transition. Both
sets of parents were able to assist their student in signing up for accommodations and
teaching them how to self-advocate. Adam relied on his family friends and friends from
home to help him transition. This was tough for Adam because they were all back East.
Luke relied on the student disabilities staff to help him transition. Although these students
had different support systems when they transitioned, they all felt they were supported in
some way. Anna felt as though she made the transition solely on her own, but noted she
would not have been successful if the student disability office was not there to assist her.
Although Anna felt she made the transition on herself, she had a strong family
support system at home. She relies on them constantly and feels very comfortable talking
to her parents about anything. It was found that the more support system a student
utilizes, the easier their transition will be. Anna had support from her family, her friends,
and the institution. Luke had support from his religious center and the institution. Adam
did not utilize all of the services provided by the university. Although the institution
offered more support to Adam, he did not take advantage of it. Students who do not take
advantage of using all of their support systems are going to have a more difficult time
making the transition. A student cannot solely rely on a family member, or friend, or even
solely on the institution.
Institutional support is a priority. Students, like Adam, need to be reached out to
and encouraged to utilize all services and accommodations provided by the university.
All five participants at one point during the interview stated they wanted someone to talk
to. Anna and Jennifer would come into the student disability office and talk to their
54
counselor. Also, students who do not have a strong support system coming into the
university, such as Luke, need to build a good relationship with the student disability
office. Luke comes to the student disability office on a regular basis asking for advice
from his counselor regarding topics from classes to take to career paths to travel on.
Strategies
Strategies include how the transition can be modified to be more successful, how
information is found, and how the student copes with the transition. The data presented
above found students with learning disabilities utilize many types of coping mechanisms.
Participants talked to their support systems, become more determined themselves,
utilized accommodations and also recommended more strategies for universities to
implement.
The first theme found was if there was a transition plan put in place for the
student. None of the students had a specific plan put in place. Having a transition plan in
place would also change the situation factor; the transition would be planned and the
student would know what to expect. If the student had an IEP in high school, and the
transition to college was part of the IEP, the student would also receive more support
from the high school and family members.
Utilizing accommodations is considered a strategy because it helps to modify the
situation as described by Schlossberg et al (1995). For example, participants all had an
extended time accommodation for their exams; this allows the student a longer time to
process and execute the information given. Support groups offered by the institution for
55
students with learning disabilities also modifies the situation as students are able to hear
other real-life stories from their peers and may be able to more easily adjust.
Recommendations for universities from the participant’s aims to modify the
situation the student is presented after they are at the institution. Participants
recommended strategies such counseling, peer groups, and information sessions/more
outreach. The researcher further analyzes these recommendations in the next section.
Recommendations from study
From the data received and the conclusion of analysis, recommendations are
given for each of the ‘S’ factors presented by Schlossberg et al (1995). To improve
situational factors, universities should outreach to their key high schools for admittance.
The office should work with the guidance staff to encourage a transition plan for their
students with diagnosed learning disabilities. Universities should encourage high school
guidance staff to work more closely with the students’ parents to act as a support system
and inform them (parents and students) of the differences from high school to college.
To improve the factor of self for students, it should be mandatory the incoming
student meet with a staff member of the student disabilities office to discuss
accommodations and services the office provides. If the student is unable to self-
advocate, the student and counselor can work on self-advocacy skills. This would also be
a great time to set goals with the student, short-term and long-term. Having a student
work with a counselor on a regular basis also builds another support system for that
student. Like Luke and Anna, the student should feel comfortable coming into the student
56
disability office at anytime to ask any questions. Providing support from the beginning
will help the student more easily transition to the university.
Overall, the most common recommendation for a transition program was a peer-
mentoring or counseling program. These programs offer support to new students, insight
to the workings of the office, and an opportunity for students to see how their peers
learned to accept and work with their disability. An upper-level student could be a mentor
for up to five incoming students. The mentor could then receive specific training for
working with other students with disabilities and learning strategies. Participants found a
program like this to be beneficial because sometimes they needed to talk to someone but
it wasn’t in the nine-to-five time period. This shows how important students view support
programs.
The other recommendation is to have a specific orientation for students with
disabilities. Here students can meet with their counselor and become registered with the
office. They would also have the opportunity to find where other offices are on campus
that they may use; the counseling center, the housing office, and the student activity
office would be examples. Orientation programming also allows the student another
chance to transition to the university before classes begin. Students have more
opportunities to ask any questions. If there was a specific orientation for students with
disabilities, students would also have the opportunity to meet other students who may
share their same likes and/or concerns.
57
Implications to practice
Universities have the opportunity to provide incoming students a positive,
successful transition by ensuring the student is presented with all four ‘S’ factors. This
can be done by providing an orientation specifically for students with learning disabilities
to provide a better situation as the student arrives on campus; meeting with the student to
assist them in being able to self-advocate; providing support to the student through
meetings, support groups, and programs; and utilizing programs and services as
strategies to assist the student in their transition. Although these recommendations would
assist students in making a more successful transition, the recommendations are aimed to
assist students who have already self-identified as having a disability. It is important the
university recognizes these students; providing outreach programs to those students that
will encourage them to register with the office. Recommendations to outreach to students
who have not yet self-identified, were not found within this study.
The student disability office on campus can support each of the four ‘S’ factors.
Support programs, however, may be more difficult to implement for students who are
enrolled in distance education classes. Also, the strategies practiced by the university
would not reach distance education students. Situational factors are individualized due to
the student’s background, history, and support previously offered. Therefore, it would be
difficult for the university to implement a program that can cover every student’s needs.
Regular meetings with the student are critical.
58
Recommendations for future research
In the future, I would make my population selection more specific. This would
allow the researchers to more easily identify factors in a successful transition. For
example, having five students who had a similar high school background with similar
support systems and who utilized the same strategies provided by the college; however,
each of these students would be at a different point in being able to self identify as having
a learning disability. I would aim to do this for all four ‘S’ factors. This could lead to
finding which ‘S’ factor is the most prominent when transitioning from high school to
college.
Continuing to use Schlossberg’s transition theory, I would change the theory to
include students who had a learning disability but did not utilize their accommodations or
may not have registered with the student disability office. This could present limitations
in itself, as it would be difficult for the researcher to contact those students. It is
important to understand why students do not register or what causes them to not utilize
the given accommodations. Interviewing non-registered students would also allow
researchers to analyze the students situation before they came to college: why did they
choose not to register?
The last suggestion is to begin a study following a select group of students from
eleventh grade through their freshman year of college. The researcher should discover
and aim to understand over those three years what that students situation is in high
school, how each student identifies, the support systems they have and any strategies they
may use. This would allow colleges and universities to better understand how high school
59
students with learning disabilities are choosing the college they attend; how important is
the student disability office to them?
Conclusion
Overall, the transition theory as presented by Schlossberg et al. (1995) still applies
to students with learning disabilities. The major difference is the student must be able to
learn to self-identify and then self-advocate once at the college level. Like the general
population of students transitioning to the university, students with learning disabilities
rely on the support from their families, peers, and the institution. It is imperative the
university be able to provide the support students need. However, to find the support
needed on individual campuses, institutions must reach out to their students and ask what
it is the students would find beneficial. While many factors are involved with a student’s
transition to a university, when looking specifically at students with learning disabilities,
the factor of self and being able to self-advocate is the most prominent.
60
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63
APPENDIX A
Glossary of Terms
Americans with Disabilities Act (ADA): A civil rights law enacted in 1990 and later
revised in 2009 preventing discrimination of persons with disabilities.
Assistive Technology: Devices used to assist persons with disabilities so that they my
have a greater level of independence.
Family Education Rights and Privacy Act (FERPA): A law that requires anyone under
the Department of Education who receives federal funding to provide students with their
educational records and to withhold the information from any other party including
parents. An exception can be made if/when the student is at a risk to himself or others.
Individualized Education Program (IEP): A program that requires public schools to
create a document for students with disabilities to successfully graduate. This document
is created through the guidance office, parents, and the student.
Learning Disability: When a student’s level of achievement is below that of his peers.
Learning Disabilities include reading, writing, math, and auditory processing disorders.
Rehabilitation Act of 1973, Section 504: Civil rights law that is specifically constructed
for persons with disabilities.
64
APPENDIX B
Interview Protocol
1. What have you experienced in terms of your transition from high school to
college?
2. Thinking about your transition from high school to college, what situations
influenced or affected your experiences?
Situation
1. When were you diagnosed with you learning disability?
2. Can you tell me about the accommodations you used in high school?
3. What type of transition plan was put in place?
4. What was your experience like during your first trip to the student disability
office?
Self
1. Do you feel you can advocate for yourself? Did you feel this same way in high
school?
2. Do you feel comfortable communicating with your professors about the
accommodations you wish to receive?
3. What goals have you set for yourself this year? In college?
Support
1. Who helped you make the transition from high school to college?
2. Who is your strongest support system? Why?
3. How have you utilized your accommodations at this university?
4. What other support systems do you use that is provided through the student
disability office?
Strategies
What is your recommendation for a transition program for students with learning
disabilities?
Is there anything else you would like to tell me that you feel is important to this study?
65
APPENDIX C
Interview Protocol- Director
1. How long have you been the director or the student disability office at [institution
name]?
2. How would you describe the culture of your office?
3. Do you have a specific transition program in place for incoming students?
4. How do you help your students successfully transition into the university?
5. How do you outreach to your students?
6. Are there any organizations for students to get involved in? For example, a
student disability club or honor society?
7. Is there anything else you would like to tell me that you feel may be important to
this study?
66
APPENDIX D
Recruitment Letter
Dear [Name],
My name is Jamie Coccarelli and I am a graduate student in the Master of Education
program at USC. For my thesis, I am conducting a study that looks at the transition
process a student moves through when transitioning from high school to college. The
specific population I am studying is students with learning disabilities.
As a student with an identified learning disability, I would like to invite you to participate
in a short interview about your transition from high school to [institution name]. The
purpose of this interview is to apply your responses to a theory that has already been
established. The results of this study may be used to create recommendations for
transition programs at four-year institutions.
If you choose to participate in the study, you will be asked to partake in a 45-60 minute
interview. Participation in this study is entirely voluntary; if you do choose to participate,
you may withdraw at anytime without any consequence.
This study is being conducted through the Rossier School of Education and is in no way
affiliated with the student disability office at USC or at [institution name]. Your identity
as a participant will be kept completely confidential.
Please email coccarel@usc.edu with any questions you may have and to let me know if
you will be willing to participate. If you do choose to participate, we will set up a date
and time via email.
Thank you,
Jamie Coccarelli
Rossier School of Education
University of Southern California
(814) 397-0198
coccarel@usc.edu
67
APPENDIX E
Recruitment Flyer
Students with Learning
Disabilities Wanted!
Are you a current student who is registered
with the Student Disability Office?
Are you registered with one or more
Learning Disabilities?
Is this your first year at [institution name]?
If you answered yes to all three of these questions, you are
eligible to participate!!
I am a current graduate student at the University of Southern
California researching the transition process of students with
learning disabilities from high school to college.
Participation in the study is completely voluntary and all
information will remain confidential.
For more information, please contact:
Jamie Coccarelli coccarel@usc.edu
Or
[Institution Sponsors Name and email address]
68
APPENDIX F
University of Southern California
Rossier School of Education
3471 Trousdale Parkway
Los Angeles, CA 90089
INFORMED CONSENT FOR NON-MEDICAL RESEARCH
Applying Schlossberg’s Transition Theory to Students with Learning Disabilities
You are invited to participate in a research study conducted by Jamie Coccarelli and
Dr. Patricia Tobey, Ph.D. at the University of Southern California, because you are a
registered student with a learning disability. Your participation is voluntary. You
should read the information below, and ask questions about anything you do not
understand, before deciding whether to participate. Please take as much time as you
need to read the consent form. You may also decide to discuss participation with
your family or friends. If you decide to participate, you will be asked to sign this
form. You will be given a copy of this form.
PURPOSE OF THE STUDY
The purpose of this study is to analyze the transition process from high school to
college for students who have self‐identified as having a learning disability.
STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to partake in a 45‐60
minute interview. The questions ask will ask you to reflect on your transition from
high school to college. The interview will be recorded using an audio recorder.
Interviews will take place in a private room within the student disabilities office.
POTENTIAL RISKS AND DISCOMFORTS
There are no known potential risks or discomforts for participating in this study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
The results of this study may be used to create recommendations for transition
programs within student disability offices at four year institutions.
PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be paid for participating in this research study
CONFIDENTIALITY
69
Any identifiable information obtained in connection with this study will remain
confidential and will be disclosed only with your permission or as required by law.
Only members of the research team will have access to the data associated with this
study. The data will be stored on a personal computer. Your identity will be given a
pseudo name to keep confidentiality. The voice recorded data from the interview
will be erased from the voice recorder once all data has been transcribed.
The data will be kept for three years
When the results of the research are published or discussed in conferences, no
identifiable information will be used.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or
loss of benefits to which you are otherwise entitled. You may withdraw your
consent at any time and discontinue participation without penalty. You are not
waiving any legal claims, rights or remedies because of your participation in this
research study.
ALTERNATIVES TO PARTICIPATION
There are no possible alternative to participation
INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact:
Jamie Coccarelli
814‐397‐0198
coccarel@usc.edu
3601 Trousdale Parkway
STU 301
Los Angeles, CA 90089
Dr. Pat Tobey
213‐740‐0776
tobey@usc.edu
3601 Trousdale Parkway
STU 301
Los Angeles, CA 90089
RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research
participant you may contact the IRB directly at the information provided below. If
you have questions about the research and are unable to contact the research team,
70
or if you want to talk to someone independent of the research team, please contact
the University Park IRB (UPIRB), Office of the Vice Provost for Research
Advancement, Stonier Hall, Room 224a, Los Angeles, CA 90089‐1146, (213) 821‐
5272 or upirb@usc.edu.
SIGNATURE OF RESEARCH PARTICIPANT
Name of Participant
Signature of Participant Date
SIGNATURE OF INVESTIGATOR
I have explained the research to the participant and answered all of his/her
questions. I believe that he/she understands the information described in this
document and freely consents to participate.
Name of Person Obtaining Consent
Signature of Person Obtaining Consent Date
Abstract (if available)
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Asset Metadata
Creator
Coccarelli, Jamie Lynn
(author)
Core Title
Applying Schlossberg's transition theory to students with learning disabilities in the transition from high school to college
School
Rossier School of Education
Degree
Master of Education
Degree Program
Postsecondary Administration
Publication Date
08/09/2010
Defense Date
05/26/2010
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
college,learning disabilities,OAI-PMH Harvest,Schlossberg,transition
Place Name
California
(states)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Tobey, Patricia (
committee chair
), Cummins-Prager, Mary Ann (
committee member
), Roth, Edward (
committee member
)
Creator Email
coccarel@usc.edu,jamie.coccarelli@gmail.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-m3348
Unique identifier
UC179094
Identifier
etd-Coccarelli-3977 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-376707 (legacy record id),usctheses-m3348 (legacy record id)
Legacy Identifier
etd-Coccarelli-3977.pdf
Dmrecord
376707
Document Type
Thesis
Rights
Coccarelli, Jamie Lynn
Type
texts
Source
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Repository Name
Libraries, University of Southern California
Repository Location
Los Angeles, California
Repository Email
cisadmin@lib.usc.edu
Tags
learning disabilities
Schlossberg