Barriers and Supports to Postsecondary Transition

Abstract

Research Question 1: How do African American college students with disabilities perceive their high school transition experiences? Research Question 2: What school and/or nonschool factors do they perceive as influencing their transition to college? Research Question 3: How do African American college students with disabilities construct social and cultural networks to support their postsecondary endeavors? Demographic Enrollment TrendsAlthough the number of postsecondary students with disabilities has increased dramatically in the last three decades 512209R SEXXX10.

Parent Perceptions of Transition Services Effectiveness for Students with Intellectual Disabilities

“…DISCUSSION This qualitative study explored the perceptions and experiences of four parents of adolescent children with ID who were in the process of acquiring or using transition services. These perceptions and experiences identified important features of best practices, and the results of this study largely concur with other research findings concerning parents' perceptions of barriers to successful transition to post-secondary life as well as elements of effective transition programs [10,29,30]. Parents expressed three themes consistently throughout the interviews about their experiences with transition services: barriers to transition programs, key objectives of transition programs, and key elements of effective programs.…”

“…The current results support the importance of parental involvement in the outcomes of adolescents with disabilities, and they also indicate that school and agency personnel need to provide information to parents enabling them to become better in supporting their adolescents with ID to accomplish both school and post-school outcomes, as reported in other studies [29,31]. Additionally, school and agency personnel should collaborate with families and encourage their involvement in specific activities that foster autonomy development as stated by Doren et al, [2].…”

“…The three general themes that emerged from the interviews were barriers to obtaining service, key objectives of transition services, and key elements of effective services. The barriers that were expressed are consistent with those well-represented in the literature, including a need for information, limited resources, and a lack of time and energy [29,31,32]. The key objectives of transition services expressed by participants are also consistent with other research [14] in that post-secondary employment or education, independent living, community integration, and appropriated guardianship were clear subthemes within this category.…”

Adversity and Pitfalls of Twice-Exceptional Urban Learners

“…For example, each student shared an internalized stigma that disability meant that they were "dumb" in addition to stereotypes around Black intellectual inferiority, which was reinforced by the negative interactions and low expectations from their peers and teachers (J. Banks, 2014Banks, , 2015Trotman Scott et al, 2015). When these negative interactions and perceptions persist, students are at an increased likelihood to disengage from the learning environment, underachieve, and develop low self-esteem (Gardner & Mayes, 2013;Trotman Scott et al, 2015).…”

“…African American students in gifted and special education are often met with educators' negative or low expectations (J. Banks, 2014Banks, , 2015J. Banks & Hughes, 2013;Ford, Trotman Scott, Moore, & Amos, 2013;Gardner & Mayes, 2013) and find that their racial/cultural perspective is not represented in their courses or the school environment (J.…”