A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities

Abstract

This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.