Date of Award

Spring 2026

Degree Type

Honors College Thesis

Academic Program

Special Education BS

Department

Educational Studies and Research

First Advisor

Dr. Audra Classen

Advisor Department

Child and Family Studies

Abstract

Self-determination is a crucial theoretical framework influencing the post-secondary success and the quality of life for students with disabilities (SWD). A case study mixed-method design was used to investigate the lived experiences of students with disabilities and how their self-determination skills shaped by parent styles and teacher practices, impacted their success in the post-secondary world. Despite the well-researched benefits of self-determination in the lives of students with disabilities, a systematic literature review revealed important gaps in research related to the roles parents and teachers play in facilitating self-determination skills impacting post-secondary success in students with disabilities. The current study sought to explore research that would close this gap. The researcher hypothesized that considerable opportunities to develop autonomy, self-advocacy, independence, executive functioning skills would be associated with higher academic success, increased engagement on campus, a greater sense of identity, and stronger autonomy. Using a triad design, data was collected from the students, parents, and teachers through qualitative interviews, field notes, and quantitative questionnaires.

Qualitative interview data identified key facilitators and barriers in the transition process to post-secondary education and success during college. The quantitative questionnaire data assessed students’ access to, use of, and current impact of self-determination on student success. In addition, these quantitative measures were compared with the qualitative data gathered to verify the self-determination and post-secondary findings were trustworthy. Findings indicated that students who reported more opportunities for autonomy, independence, and decision making at home and school, expressed self-identified post-secondary success factors that included pride in academics, quality social relationships, and personal success related to their job or company. Results also underscored significant environmental factors like parenting and instructional practices that fostered self-determination skills. SWD who had a higher exposure to self-determination were more successful in their post-secondary years. Implications suggest the need for earlier and more intentional self-determination use in the transition planning, expanded opportunities for work-based learning, and increased parent training and support. These findings contribute to research suggesting self-determination as a key predictor for post-secondary success for SWD.

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