Understanding Transitions for Disabled Students from Secondary to Post-Secondary Education Using Ecological Systems Theory: A Mixed Methods Approach

Abstract

This thesis explored the transition planning experiences from secondary to post-secondary education of disabled students. Transition planning is essential for disabled students to access accommodations in higher education (Newman et al., 2016). Recent changes have been proposed by the Government of Ontario Education Technical Sub-committee to help improve transitions for disabled students by working to remove barriers to transition planning (Government of Ontario, 2021). To date, transition planning processes typically follow an individual model (Small et al., 2013). However, this model has yielded limited results in successfully removing barriers. Further research suggests that an ecological systems approach may be more promising for supporting disabled students in their transition planning process (Small et al., 2013). Based on the literature on transition planning and ecological systems theory, this thesis followed a mixed methods explanatory design using initial surveys and follow-up interviews to contextualize students' experiences. Using the Government of Ontario's recommendations, an initial survey was developed and distributed to disabled first and second-year students at Brock University (n=16). Follow-up interviews were also conducted with participants to contextualize their experiences and discuss recommendations (n=4). A descriptive analysis of quantitative survey results as well as a thematic analysis of qualitative survey responses and follow-up interview responses provides understating on barriers students face and how the government of Ontario’s recommendations may reduce these barriers. The findings of this research demonstrate the need for interdependent supports in transition planning for disabled students when transitioning from secondary to post-secondary education.