Exploring Experiences of Students With Disabilities During Postsecondary Transition: A Scoping Review

Effective transition planning during secondary school can help students with disabilities move into postsecondary education, employment, and independent living. Yet the effectiveness of this planning from students’ own perspectives remains poorly understood. The purpose of this scoping review was to identify and summarize peer-reviewed studies on postsecondary transition planning from the perspectives of students with disabilities. Following PRISMA-ScR guidelines, 26 empirical studies were reviewed, with findings organized into four domains: (a) postsecondary education, (b) employment, (c) independent living, and (d) overall transition planning. Across domains, studies emphasized the importance of self-determination, the prevalence of generic or late-starting transition plans, the need to address diversity factors, and the role of physical activity. Findings highlight the value of person-centered planning in capturing students’ interests, strengths, and communication preferences. Future research should directly involve students through participatory action projects or advisory panels to better incorporate their perspectives and refine transition services.