Federal and state guidelines on when students with disabilities should become more active in their own special education are notoriously vague, often leaving many school districts across the United States to their own interpretations on the appropriateness of when and how to do so. This is especially pertinent for younger students with…

Adults with disabilities are more likely than their non-disabled peers to struggle with self-advocacy after graduating from school, as they are less likely to have the skills or knowledge necessary to communicate their needs, access services, or exercise their rights in communities and workplaces. Special Education transition programs are…

School counselors are advocates for all students, which includes supporting students who are eligible for accommodations under Section 504 of the Rehabilitation Act of 1973. This study examined school counselors' roles in regards to Section 504 of the Rehabilitation Act of 1973. As advocates, school counselors often have opportunities for…

The steady increase of students with disabilities (SWD) enrolling in higher education can lead to barriers regarding the continued receipt of academic supports that can ensure positive outcomes in college; these challenges to obtain equitable supports similar to those received in PK-12 can make college transition more difficult. The problem…

Autistic students are enrolling at higher educational institutions at an increasing rate. To keep up with the population of pupils, colleges and universities are finding ways to support students. Yet, a small percentage of students who are diagnosed with autism spectrum disorder do not succeed in attaining a degree. This trend is significant and…

The problem of this basic qualitative study was that students served in self-contained classes had limited access to the Individualized Education Program (IEP) process due to the rationed participation by parents and teachers (i.e., advocates), which may have been restraining students' ability to prepare for adult living expectations within their…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students…

Few students with disabilities applied for postsecondary education disability services and, as a result, had lower graduation rates from four-year colleges than their non-disabled peers. The purpose of this qualitative, interpretive study was to discover the perceptions of Tennessee public high school case managers regarding IEP transition…

Students with disabilities attend college at higher rates than they have in previous years; however, students with disabilities do not graduate from college at the same rate as students without disabilities. This mixed method study, guided by the Social Change Model of Leadership theoretical framework, examined the transition of six students with…

There is a broad disconnect between the beauty cultivated by disabled communities and the ways in which schools continue to position disability as a problem that resides in the individual student. To shift conceptions of disability in schools, there is a significant need to educate folks about disability history and pride, especially disabled…

The purpose of this qualitative study was to better understand the students' perspectives of attending and participating in their own Individual Education Program (IEP) meeting. The conceptual frameworks of disability theory and empowerment worldview highlight the need to better understand perspectives from the students themselves with regard to…