The Experience of Students with Learning Disabilities Transitioning to Postsecondary Education
Bibliographic record
Abstract
The purpose of this study was to explore how students with learning disabilities understood and experienced their transition from high school to postsecondary education. In-depth interviews with 7 graduates of Achievement School (pseudonym), a private high school for students with learning disabilities in the southwestern region of the United States, were conducted to elicit personal narratives of studentsâ transition experiences from high school to college. By doing so, findings contribute to a deeper understanding of studentsâ experiences and what allows students with learning disabilities to succeed in their transition to university or college. In addition, 4 parents and 4 high school staff members were interviewed for this study to provide a triangulated perspective on the experience studied.\nFew studies have collected and analyzed the perceptions and voices of students with learning disabilities as they transition to postsecondary education. This study provides insight towards bridging the gap in providing further insight into the students with learning disabilitiesâ experiences on their transition to college and the factors studentsâ feel have impeded or supported their success in this new environment.\nThis study utilized a descriptive and phenomenological qualitative research methodology consisting of individual in-depth interviews with the students and member checks with informants, their parents, and staff members of the participantsâ former high school. Suggestions will be made for future research as well as for practical application for future students as well as high school and postsecondary service providers.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".