The power of multi-modal collaboration: supporting the transitional experiences of students with learning disabilities to achieve their postsecondary educational goals

Purpose This article resulted from a qualitative case study that explored parent/guardian perceptions of postsecondary transitions for students with learning disabilities, guided by Schlossberg’s transition theory, and grounded in a trauma-informed educational approach. The purpose was to explore the perceptions of parents/guardians of students with learning disabilities regarding their students’ ability to successfully transition from high school to postsecondary education. Design/methodology/approach This was a qualitative single case study. Data were collected by way of interviews and critical incident questionnaires, and qualitative thematic analysis was conducted to produce key themes related to each of the study’s research questions. Findings Research indicates that despite the increasing higher education enrollment of students with learning disabilities they lag in degree attainment. Findings of this study showed that effective IEP/504 plans require holistic collaboration that is centered on active family participation to promote self-advocacy and self-determination. This underscores that structured and individualized interventions can boost institutional collaboration and access to critical resources and services that are key to improving postsecondary outcomes. The study’s findings, form the basis of The Peña-Villegas Empowerment Model: Enhancing Successful Transitions, Postsecondary Persistence and Completion for Students with Learning Disabilities. This student-focused model is a structured trauma-informed approach to utilize when making educational decisions within a multi-tiered system of intervention and student supports. This study’s findings are significant in suggesting the need to reevaluate and redesign high school transition programs to encompass a more holistic approach. Research limitations/implications The implication is that providing a series of recommended steps to facilitate and promote proactive and dynamic parent/guardian collaboration, as well as integrate necessary support services, will achieve the goal of implementing an effective and ongoing wrap-around preparation foundation for students with learning disabilities transitioning to postsecondary education. Practical implications To assist in addressing the transitional and postsecondary completion gap, a model was created as a structured, implementation plan to enhance successful postsecondary transitions for students with learning disabilities. This model demonstrates a trauma-informed approach by contributing to a Multi-tiered System of Supports (MTSS), ensuring that students with learning disabilities receive the tools, skills, knowledge and resources they need for academic and personal growth. As the research findings indicate, for the model to be effectively implemented requires collaboration and a sense of shared responsibility among all key stakeholders, with the full range of a school’s resources being accessible and thoughtfully and comprehensively coordinated. Without this dynamic collaboration, students and their families are treated more as subjects of the educational process rather than as active partners by stifling and undermining their potential for self-advocacy, self-determination and agency. Communal implications Transition planning holds significant importance for leaders in special education, influencing the future success of students with learning disabilities in post-secondary settings. Prioritizing students’ needs and gathering input from all essential stakeholders guarantees a successful transition. To achieve the goal of ensuring and facilitating successful transitions, persistence and completion at the postsecondary level, it is recommended that policy and practice should prioritize collaborative planning efforts that intentionally involve all key stakeholders (families, high school staff, higher education leadership and disability services) to enhance awareness and preparedness. This includes a holistic approach encompassing mentorship, tailored academic advising, mental health support and developing life skills and self-advocacy. These efforts will ultimately provide the necessary multi-modal support for students with learning disabilities, leading to overcoming obstacles and supporting students’ transitional experiences, thereby increasing the potential to achieve academic success related to their postsecondary educational goals. Indeed, the more that can be done to enhance persistence and completion for a diverse student body, the more we are able to champion overall student success. Meeting the needs of students who learn in different ways empowers individuals, strengthens communities and bridges gaps in educational equity by fostering lifelong learning, informed decision-making, and resilient personal and professional development. The goal is to ensure that students with learning disabilities, especially those who are first-generation or economically disadvantaged, successfully transition from high school into their chosen postsecondary institution and persist in their program of study. Originality/value This was an original dissertation study conducted at National University.