This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys (n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.

这项研究调查了K-12经历的残疾人，这些经历被认为会影响他们向中学教育的过渡和参与。使用收敛变革混合方法研究设计，从采访和调查研究结果综合（ñ= 13）使用多重对应分析。定性分析得出了八个K-12促进中学教育参与的促进者。定量结果显示，参与者报告称至少有一个先前确定的高中预测变量，高水平的自决权和对残疾社区的中立认同。最后，综合研究结果表明，对促进者的认可与向中等后教育的过渡充满挑战。讨论了研究和实践意义。