SECONDARY TO POSTSECONDARY TRANSITION FOR STUDENTS WITH LEARNING DIFFERENCES : STUDENT AND TEACHER PERCEIVED EFFECTIVENESS OF A SERIES OF NON-COGNITIVE TRANSITION CURRICULUM MODULES

With increasing frequency, students with learning differences are transitioning out of high school ill-prepared for the rigor and freedom of a postsecondary setting. The transition from high school to college is marked by the transfer of responsibility for accessing and monitoring services and performance. The familiar model of special education services at the high school level changes significantly at the postsecondary level, shifting responsibility from the K-12 school system to the individual student. Research is limited in specific transition processes that manifest into successful transitioning of students with learning differences from secondary to postsecondary educational institutions. This study sought to investigate the quality of a series of non-cognitive transition modules developed to prepare students with learning differences for the postsecondary education setting. For purposes of this research, the terminology learning differences was used, except when referring to learning disabilities as it relates to federal law. Though transition planning for students with learning differences has long been discussed and supported by federal mandate, there are shortcomings in the literature as to static or longitudinal studies supporting or refuting practices that support transitioning of students with high incidence disabilities from secondary to postsecondary settings. This study served to provide a systematic, non-cognitive curricular approach to preparation for students with learning differences. The purpose of this study was to determine teacher and high school student perceived effectiveness of a series of non-cognitive transition curriculum modules developed to prepare high school students with learning differences for a postsecondary educational setting. Using a mixed-methods explanatory research design, the researcher collected quantitative data that would be expanded upon by further collection of qualitative data. Using the qualitative data to explain and extend the paradigm created by the presentation of the quantitative data, the research effectively answered the proposed study questions and provided insight into the preparedness of secondary students with learning differences for transitioning to a postsecondary education. Further implementation in secondary settings, with continuous feedback from teachers and students for appropriateness and effectiveness, will provide a sustainable transition curriculum designed to help students with learning differences experience a positive transition to postsecondary education