2022/03/08 by Theodoto Ressa
Social Sciences · #Disability Education and Employment #Higher Education Research Studies #Retirement, Disability, and Employment
paper · doi:10.1002/pits.22675
openalex publication_date 2022/03/08 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Abstract Postsecondary education is one of the targeted outcomes for students with disabilities; however, few aspiring students with disabilities attend college, and fewer complete a degree program. The purpose of this qualitative study was to examine the perspectives of five undergraduate students with disabilities who attended college in the United States to identify factors (enablers) that facilitated successful transitions to college. Results suggest that participants’ self‐determination allowed them to manage the effects of their impairments and settings to reach their educational goals and participate in postsecondary education. The implication is that increased attention to inclusion, transitions, and postsecondary education competencies should begin early in the schooling process.