Abstract Students with learning disabilities seek postsecondary education at rates comparable to their peers yet lag behind on retention and graduation rates. This research used InQuiry methodology to analyze 44 individual perspectives from multiple K12 and postsecondary stakeholders. Quantitative data analysis generated a four-factor solution, identifying four “family groups” of participants. Subsequent interviews yielded qualitative data to inform the context for each group perspective. Families agreed on broad themes of self-advocacy and the need for intentional communication and collaboration between secondary and postsecondary settings, yet emphasized varying responsibilities and opportunities related to addressing these priorities in both K12 and college environments. The study generated promising practices and identified barriers to transition success from practitioners for practitioners.

中文翻译：

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为有学习差异的学生挑选出成功完成大学过渡和完成学业的重要因素

摘要有学习障碍的学生接受高等教育的速度与同龄人相当，但滞留率和毕业率却落后。这项研究使用InQuiry方法论来分析来自多个K12和中学后利益相关者的44个个人观点。定量数据分析产生了一个四因素解决方案，确定了参与者的四个“家庭组”。随后的访谈产生了定性数据，为每个小组的观点提供了背景信息。家庭成员同意广泛的自我宣传主题，并需要在中学和中学后的环境中进行有意识的沟通和协作，但他们强调在解决K12和大学环境中的这些优先事项方面所承担的责任和机会各不相同。