Parent/Guardians’ Perceptions of Postsecondary Transition and Matriculation of Students With Learning Disabilities: A Qualitative Case Study

Abstract

This study explored parent/guardian perceptions of postsecondary transitions for students with learning disabilities, guided by Schlossberg's transition theory. The problem addressed in this study was that despite the increasing enrollment of students with specific learning disabilities (SLD) within colleges/universities, they lag in degree attainment. The purpose of this qualitative case study was to explore the perceptions of parents/guardians of students with specific learning disabilities (SLD) regarding their student's ability to successfully transfer from high school and matriculate into a college/university. The findings highlighted the importance of holistic family support, active IEP/504 transition plan participation, and collaboration among high schools, colleges/universities, disability centers, and support agencies. Data were collected from a purposeful sample of 21 parents/guardians through semi-structured interviews, Google Forms, and critical incident questionnaires. The study examined experiences with IEP/504 transition plan participation, collaboration, and holistic support systems. Findings showed that effective IEP/504 plans require holistic collaboration involving parents/guardians and students. Successful collaboration includes high schools, colleges/universities, disability services, outreach programs, support groups, and active family participation. Additionally, parents/guardians with a 4-year degree were better equipped to support their students’ transitions than those without. Based on these findings, IEP/504 transition plans should emphasize collaboration and offer resources for parents without college degrees. Policy and practice should prioritize collaborative planning involving families, high schools, and colleges/universities to support students with learning disabilities. The study includes a practical plan for improving transitions and recommendations for future research. Tailored interventions that boost parental and student involvement, institutional collaboration, and access to are key to improving postsecondary outcomes.