Contributing Factors for Postsecondary Education Enrollment of Students with Disabilities

This longitudinal study was conducted to identify predictors of postsecondary education or training enrollment of students with disabilities who participated in a transition-focused career planning and preparation program while in high school. The project consisted of assessments, services, and experiences for developing skills in pre-employment, career, self-determination, and workplace technology. Participants also developed their Individualized Career Action Plans (ICAPs). Upon exiting the project, students' enrollment status in postsecondary education or training programs leading to a recognized certificate or degree was recorded. Associations between personal characteristics, parent/guardian attitudes, program services, and enrollment in postsecondary education or training were assessed using binary logistic regression. The results can be used for conceptualizing alternative or enhanced approaches to facilitating enrollment in postsecondary education or training. The students' characteristics and parents'/guardians' attitudes associated with students' enrollment suggest opportunities for programs to promote education and training opportunities for transition-age youth. Furthermore, program services that were significantly correlated with students' enrollment are highlighted as components of transition program models with implications for practice and further research. Keywords: workforce, rehabilitation, transition, characteristics, parents
The case for postsecondary educational attainment is underscored by its direct correlation with earning potential, job security, career mobility, and opportunities (Ma & Pender, 2023; McElrath & Martin, 2021; U.S. [...]