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Preparing High School Students with Learning Disabilities for the Transition to Postsecondary Education

Teaching the Skills of Self-Determination

Christine M. Durlak, EdD, ACSW, is a transition counselor at Glenbrook High School District 225, Glenview and Northbrook, Illinois. She earned her doctorate in special education at Northern Illinois University, and her master's in social work at the University of Wisconsin, Madison. Her work involved postsecondary planning and counseling for high school students with disabilities, with particular emphasis on teaching self-determination skills, such as self-advocacy and assertiveness.

Ernest Rose

Ernest Rose, PhD, is associate dean, School of Education and Human Services, at Eastern Montana College. He earned his doctorate in education administration at the University of Utah. His research interests include intra- and inter-school system transitions for students with disabilities, post-secondary education for students with learning disabilities, and inclusive teacher education.

William D. Bursuck

William D. Bursuck, PhD, is an associate professor of special education at Northern Illinois University. His research interests involve the inclusion of students with learning disabilities in general and postsecondary education. Address: William D. Bursuck, Faculty of Special Education, 238 Graham Hall, Northern Illinois University, DeKalb, Illinois 60115.

Increasing numbers of students with learning disabilities (LD) are looking to postsecondary education and training to help them achieve success in career development and eventual job placement. Unfortunately, research suggests that many of these students are having difficulty staying in and completing postsecondary programs. A number of self-determination skills have been identified that are related to students' making a successful transition to post-secondary education. These include stating one's disability and its impact on school performance, and identifying instructional accommodations and strategies for arranging those accommodations with their regular classroom teachers. The purpose of this study was to examine whether these self-determination skills could be acquired through direct instruction, and subsequently generalized to general education classrooms. The results of the effectiveness of this self-determination training are reported and their implications for teachers, parents, and students discussed.

Journal of Learning Disabilities, Vol. 27, No. 1, 51-59 (1994)
DOI: 10.1177/002221949402700108


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