An Examination of the Relationship between Students with Learning Disabilities and Self-Advocacy/Self-Determination as a Predictor of Post-Secondary School Success
Type of DegreePhD Dissertation
DepartmentEducation Foundation, Leadership, and Technology
MetadataShow full item record
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.