K-16, not K-12: Self-Advocacy, Special Education, and Postsecondary Achievement

by Z.W. Taylor
The University of Texas at Austin, United States

DOI: https://dx.doi.org/10.21013/97881940692252

Abstract

This paper examines the support structures provided by American postsecondary institutions for adolescents and adults with disabilities, beginning with secondary-to-postsecondary transition methods to postsecondary evidence-based practices, including the Universal Design for Learning (UDL) among others. Specifically, this literature review outlines current assistive, transition programming facilitated by postsecondary institutions and subsequent inclusive practices demonstrated by said institutions. As a result, three major research questions are answered during the course of the review: (1) What are the major problems people with disabilities face when pursuing postsecondary education? (2) Are American secondary institutions providing appropriate transition services for people with disabilities? (3) What evidence-based transition services and 21st-century assistive technologies are American postsecondary institutions implementing in order to promote a culture of inclusion? Ultimately, this literature review asserts that secondary schools, special education systems, and postsecondary institutions must work collaboratively to facilitate an inclusive learning environment through the use of 21st century assistive technologies and identifying and implementing evidence-based practices.

Keywords: Special education, Universal Design for Learning, Postsecondary schooling

This chapter is a part of: Contemporary Advances in Education | Edition (2019) (Eds. Sunil Sharma, FCS & Tian Chuanmao, PhD)

© 2020, CSMFL Publications & its authors.


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