Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Completing College: Antecedents of Success in Post-secondary Education for Students with Disabilities

  • Edwin O. Achola, Ph.D. (Author) California State University image/svg+xml
    Edwin Obilo Achola is currently a full professor of Special Education at California State University Long Beach. In the last 18 years, Dr. Achola has worked as a classroom teacher, teacher educator, and researcher- concentrating primarily on issues of equity for students with disabilities in the United States and Kenya. His research and teaching activities have focused on culturally responsive and sustaining pedagogy in transition planning, personnel development, and higher education for students with disabilities. He has co-authored a number of book chapters and published research articles on various topics in the field of transition planning and diversity. His research themes include meaningful involvement of culturally diverse families in transition planning, transition assessments, development of culturally responsive transition plans as well as post-secondary education success for traditionally marginalized youths.
  • James Ingram, Ph.D. (Author) Northern Arizona University image/svg+xml
    James Ingram is an assistant professor at Northern Arizona University. Ingram’s primary research interest involves sex education and sexuality development for young adults with intellectual disabilities. Additional interests include the transition into adulthood of culturally diverse students with disabilities. Through research, Ingram hopes to provide appropriate support to individuals with disabilities as they move from the structured environments of high school into life as adults. Prior his appointment to the department of Educational Specialties, Ingram served as coordinator of an adult transition program within Flagstaff Unified School District. Ingram’s teaching career spans over 20 years in public secondary education. At NAU, Ingram applies his vast experience to teaching courses in secondary methods in special education.
DOI
https://doi.org/10.64546/jaasep.574
Abstract
The purpose of this study was to determine the antecedent conditions that contribute to completion of postsecondary education (PSE) for students with disabilities, taking into account institutional experiences associated with the development of social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition Study-2 (NLTS2). Findings indicate that PSE completion was significantly predicted by self-advocacy, participation in a work-study program or paid employment, participation in extracurricular activities, and development of vocational skills as a primary transition goal. Transition practitioners should consider the right constellation of factors known to impact the PSE outcomes of youth with disabilities including, self-advocacy and transition goals.
Keywords
Academic Achievement, Academic Persistence, Aspiration, College Students, Courses, Extracurricular Activities
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How to Cite
Achola, E. O., & Ingram, J. (2025). Completing College: Antecedents of Success in Post-secondary Education for Students with Disabilities. Journal of the American Academy of Special Education Professionals, 20(2), 8-28. https://doi.org/10.64546/jaasep.574

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