Exceeding Expectations project: a case study on students' with disabilities transition to postsecondary institutions

Abstract

The number of students with disabilities entering postsecondary education is continuing to escalate each year. However, many of these students fail to successfully compete in the postsecondary environment. In 1990, the Federal government made a monumental move to improve students' with disabilities postsecondary educational outcomes by enacting the Amendments to the Individuals with Disabilities Act of 1990, PL 101-476. Since 1990, many demonstration projects have been funded by the Office of Special Education and Rehabilitative Services (OSERS) to address problems facing students with disabilities in their transition to adulthood. One project in particular, the Exceeding Expectations: Model Demonstration Project (CFDA 84.32M) initiated at Colorado State University, has implemented a demonstration model for increasing the access and retention of students with disabilities in postsecondary institutions in five states: Colorado, Idaho, Iowa, South Dakota, and Wyoming. The project provides the context of this case study. The purpose of this case study is to examine the processes and the outcomes of the Exceeding Expectations Model Demonstration Project Grant: (1) to determine lessons learned from the project, (2) to gather information addressing student transition outcomes/progress, (3) and to establish strategies to support teachers and staff in postsecondary institutions which will enhance educational opportunities for students with disabilities in their transition from high school to postsecondary institutions. The intent of this study is to give a voice to students with disabilities, learn from their experiences, and improve the transition of these students. This study utilizes both qualitative and quantitative research methods with qualitative research methods as the dominant paradigm. Five data collection techniques were used: focus group discussions, individual interviews, document/ archival reviews, field notes from site visits, and a survey instrument. The qualitative and quantitative findings reveal students lack preparation for their transition to postsecondary institutions. Although the study's student participants were unprepared for postsecondary education, they seem to be fairly satisfied with the services and activities offered at their institutions. The study's data provide evidences that the Exceeding Expectations Project (EEP) has attempted to improve the access and retention of students with disabilities at eight postsecondary institutions in five states. It also reveals activities and services are in place at each of the EEP sites to help students have a successful transition to postsecondary institutions. Effective strategies are generated and presented from the compilation of focus group discussions, interviews, and survey instruments. In addition, recommendations and suggestions to aid students' successful transition from secondary to postsecondary institutions are provided by the researcher and students who participated in the study.