Facilitating and Hindering Factors for Adolescents with Disabilities Transitioning from Secondary to Post-Secondary Education: An Exploratory and Retrospective Study

The transition from secondary to post-secondary levels has been seen as challenging and significant among adolescents, in particular adolescents with disabilities (ADWs). Given the increasing trend of students with disabilities pursuing higher education under the integrated education policy, it is unclear whether these students can receive appropriate support to enhance their learning and career exploration. This study investigated the experiences of ADWs during this transition. A group of 40 adolescents took part individually in a 1 h semi-structured interview. The interview data was analyzed with reference to five levels using an ecological model from microsystem, mesosystem, exosystem, macrosystem and chronosystem. Facilitating factors at each level were extracted, e.g., adequate use of assistive technologies helping them overcome their perceived limitations caused by disabilities, and accommodation in learning and assessments also helped unleash their potentials. However, difficulties were also identified, e.g., poor interaction with academic peers, issues with disability disclosure, and schools’ rigid arrangements. The results from this study corroborate the different systems as suggested by the ecological model and also align with the different components of the taxonomy of transition: (a) student-focused development and planning; (b) family involvement and support; and (c) the importance of interagency collaboration. It was recommended that a supporting network should be established between secondary schools and post-secondary institutions to enhance a smooth transition across different education sectors.