2026-09-19T16:59:01Zhttps://api.mountainscholar.org/server/oai/request

oai:mountainscholar.org:10217/2429852026-01-30T19:01:35Zcom_10217_100532com_10217_100000com_10217_100405com_10217_100303col_10217_100538col_10217_100410

Ankeny, Elizabeth Madson, author Lehmann, Jean, advisor Davies, Timothy Gray, committee member Banning, James, committee member Hall, Bruce, committee member 2026-01-29T19:31:18Z 2003 https://hdl.handle.net/10217/242985 https://doi.org/10.25675/3.025841 This study arose from personal practice and the narrator's awareness that, in current research, scant attention is given to hearing from young adults with disabilities who have successfully negotiated the transitions from high school, to community college, to employment. The method for this study is narrative. Four young adults with disabilities tell the stories of their lives and their transition experiences. The narrator, who has for many years entered into relationships with students during this critical transition time period, interweaves her experiences with those of the young adults. The four young adults and the narrator Join in the recollection and reflective process. The research findings are presented as letters to the young adults, as they share their voices, actions and feelings. Layers of meaning emerged: the mundane and the sacred story, the journey towards self-determination and responsibility, the thorny transition struggle and the linchpin for success, the secondary at postsecondary transition program, formative and deformative relationships, commitments and allegiances, special education service and insulation, the emergent vision of success, and the formative nature of transition and the formative narrative experience. Ambiguities and tensions are associated with students leaving the protective special education environment, often ill prepared and vulnerable as they transition into adult roles. The grist, the potential for successful outcomes, braced by tangible transition programming which in this case, is student involvement in a community college secondary at postsecondary transition program, guide this study. The narrator hopes those who relate to young adults with disabilities will listen to the voices of the four young adults and to her own. born digital doctoral dissertations English eng Colorado State University. Libraries 2000-2019 Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. Per the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users. community colleges secondary education community college education The transition experiences of students with disabilities who participated in a community college secondary transition program: a narrative inquiry Text Doctor of Philosophy (Ph.D.) Doctoral Education Colorado State University This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). open.access