Predictors of Postsecondary Enrollment for Students with Disabilities: A Scoping Review Using a Social-Ecological Lens

• In Event: Neurodivergent and Disability Discourse in Higher Education

Abstract

As more students with disabilities (SWDs) enroll in college, it remains critical to understand which factors predict postsecondary enrollment for this population. This scoping review explores predictors of college attendance for SWDs, using the social-ecological model across five levels: individual, interpersonal, institutional, community, and policy. Thirteen studies met inclusion criteria. Key predictors include academic achievement, social skills, and self-determination (individual); parental expectations (interpersonal); and inclusive practices, diploma type, IEP involvement, and transition goals (institutional). These factors influence the likelihood of SWDs attending career and technical schools, 2-year, and 4-year colleges. Findings offer insights for improving transition practices and highlight areas for future research to better support college access for students with disabilities.

Author

• Eunice K Kim, University of California - Los Angeles