The Transition to College for Students with Disabilities in New York State

Abstract

This study assesses the services provided to students with disabilities in 30 postsecondary education institutions across New York State. The study determines the type and degree of assistance offered, and gauges how high school counselors could better serve college-bound students. Results indicated that while respondents urged high schools to encourage college-bound students to advocate for themselves, the most frequent types of service provided by colleges did not promote autonomy. Reasons for these findings are discussed and strategies for improving the school-to-college transition are suggested.