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 students’ transition experiences from high school to college. By doing so, findings contribute to a deeper understanding of students’ 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 disabilities’ experiences on their transition to college and the factors students’ 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 participants’ 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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.007 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".