Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities

Successful postsecondary employment and furthering one's education are two areas important to students with disabilities as they exit the public education system. These outcomes represent the results of numerous, interacting variables in each student's life. For this reason, the study of these interacting variables merit using a more dynamic, systems-based perspective. This perspective allows for the examination of possible correlating characteristics as a system of interdependent variables. This study sought to understand how certain measured, interrelated characteristics of transition may be correlated to successful employment and/or postsecondary education outcomes for students with disabilities using this systems approach. The participants were high school graduates from a large mid-south school district who were receiving special education services. Results indicated that characteristics related to personal care and independent living, both correlated with successful participation in postsecondary education. No models in this study related to successful postsecondary employment. Differences between outcomes when variables are studied as dynamic entities versus when they are studied in isolation gives additional insight into the transition process and how best to prepare students for postsecondary success.