Content area
Self-determination is recognized as an integral skill in special education. It empowers individuals to become the primary agents in their lives, equipping them with the skills and beliefs necessary for self-directed actions. This empowerment leads to improved outcomes and a higher quality of life, especially for those with intellectual disabilities. Despite this acknowledged significance, the integration of students with disabilities into self-determination activities remains insufficiently implemented, prompting the need to explore potential solutions such as incorporating self-determination education into the rapidly expanding field of inclusive postsecondary education programs. Research has highlighted the crucial role of self-determination in facilitating a successful transition to postsecondary life, with inclusive postsecondary education programs expanding in recent years, presenting an opportune platform for the integration of self-determination instruction. However, despite the importance of self-determination skills for students with intellectual disabilities and the growth of postsecondary programs, limited research has been dedicated to effective interventions or tailored programming within inclusive postsecondary education programs, raising the question of whether this deficiency can be addressed post-graduation through the implementation of an online self-determination intervention tailored to students with disabilities. Thus, this study used a mixed-methods convergent research design, combining both a quasi-experimental design and qualitative content analysis to determine if using the Dare to Dream: About College self-determination intervention produced changes in self-determination knowledge and skills of students with intellectual disabilities in comprehensive transition programs.