An Examination of the Relationship between Students with Learning Disabilities and Self-Advocacy/Self-Determination as a Predictor of Post-Secondary School Success

Abstract

This study examined the relationship between background (race, gender, and Socioeconomic Status SES) of students with Learning Disabilities (LDs) and self-advocacy/self-determination attributes on the impact of their postsecondary education outcomes for predictors of post-school success. Completion at a 2/4-year college/university of students with LDs was the postsecondary education outcome focus. The data were gathered from the National Longitudinal Study-2 (NLTS2) data sources for post-high school experiences of young adults with disabilities. Correlations, chi-squares, and multiple linear regressions were used to analyze the data. The results demonstrated the independent variable of self-determination was the only statistically significant predictor of 4-year university completion of students with learning disabilities. Relationally, demographic factors (race, gender, and SES) did not have any effect on the self-determination of students with LDs and positive post-school outcomes. However, self-determination attributes were predictors of postsecondary outcome success at the 4-year university level completion, but not at the 2-year college level completion.