A Mixed Methods Study of K-12 Influences on College Participation for Students with Disabilities

Autor/inn/en	Kutscher, Elisabeth L.; Tuckwiller, Elizabeth D.
Titel	A Mixed Methods Study of K-12 Influences on College Participation for Students with Disabilities
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 2, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kutscher, Elisabeth L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143420905104
Schlagwörter	Elementary Secondary Education; Influences; Postsecondary Education; Students with Disabilities; Student Attitudes; Role of Education; Predictor Variables; Self Determination; Identification (Psychology); Facilitators (Individuals); Barriers; Grade Point Average; Individual Characteristics; Higher Education; High Schools; Educational Environment; Student Experience + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Post-secondary education; Tertiäre Bildung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerverhalten; Bildungsauftrag; Prädiktor; Selbstbestimmung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Hochschulbildung; Hochschulsystem; Hochschulwesen; High school; Oberschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung
Abstract	This study investigated K-12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys (n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K-12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01