Students with Learning Disabilities During Transition from High School to College: Disclosure Behaviors, Beliefs of Needs, and Autonomous Regulation as Predictors of Intent to Use Accommodations
Self, Joel Scott
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The present study investigated students with disabilities in transitioning from high school to college, and the factors that predict their intent to use accommodations in the postsecondary setting. The theoretical frameworks of identity theory and self-determination theory guided the selection of outcome and predictor variables in a multiple regression analysis. The results indicated that students’ plan to use accommodations are significantly predicted by disclosure behaviors, belief in the necessity of accommodations, and the degree of autonomous regulation. Implications for the present study include policy recommendations for Individual Education Planning teams in secondary institutions and Disability Service Providers at postsecondary institutions.