College Transition for Students With Disabilities: A Multidimensional Understanding Through Mixed-Methods Research

• In Event: 64.074 - Illustrating How Mixed-Methods Research Contributes to Extended Understandings

Abstract

Young adults with disabilities do not pursue postsecondary education at the same rates as their peers without disabilities. While important research has identified high school predictors associated with college participation for students with disabilities, current understandings rely largely on correlational findings. This study used a convergent, transformative mixed methods design to investigate how integration of qualitative and quantitative findings can support a multidimensional understanding of college transition for thirteen young adults with disabilities. In a series of joint displays, themes emerging from semi-structured interviews were integrated with participants’ responses to a survey regarding their access to identified high school predictors. Findings suggest that mixed methods research can reveal additional facets of existing knowledge and new areas for investigation.

Authors

• Elisabeth Kutscher, The George Washington University

• Lionel Howard, The George Washington University