Author: Sheila A. Barrow

Publisher:

Published: 2013

Total Pages: 0

ISBN-13:

Individual Education Plans (IEP) are mandated by law for all students with disabilities. One component of the IEP is the Transition Plan. According to research a disproportionate number of students with learning disabilities reveal that they have a disability once they reach the postsecondary level. Some researchers in the literature have supported the notion that learning to utilize opportunities through the use of self advocacy, technology, mentoring and better teacher training are some of the major areas for development of the maturity and growth of these students. Students with learning disabilities at the postsecondary level are the focus group for this research. The purpose of this research was to examine factors specifically demographic, personal and environmental, that facilitates or hinder transitioning of students with learning disabilities. An electronic survey developed by the researcher was administered to a total of 100 students with learning disabilities at city colleges in a large Midwestern city that consists of seven campuses. The survey was divided into four areas, Personal Public School Profile, The Development of the IEP and Its Use, The Development of the Transition Plan and Life After High School. A follow up interview was given to seven of the participants in order to acquire more in depth information about perceptions of their IEP and Transition Plans. Chi Square and Fisher Exact tests were conducted for any statistical significance. These test yielded no significance. But just a little over half felt that the goals set in high school were being met. The results support the point of view that with ongoing teacher training, mentoring and self advocacy these students can be more successful and better prepared for the future.