Supporting students with disabilities to transitions to or from postsecondary education: A review of technology-enriched transition programs.
Background: People with disabilities do not always successfully transition to and from postsecondary education. Although technology has the potential to play a role in supporting these transitions, there has been very little in-depth exploration of how exactly technologies can be incorporated into t...
| Publicado en: | Technology & Disability Vol. 37; no. 4; pp. 354 - 374 |
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| Autores principales: | , |
| Formato: | review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188443857&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188443857 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10554181 3QS jtl: Technology & Disability issn: 10554181 maglogo: N pubinfo: dt: Nov2025 vid: 37 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 188443857 184860073 188443857 188443857 10.1177/10554181251339599 188443857 ppf: 354 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Supporting students with disabilities to transitions to or from postsecondary education: A review of technology-enriched transition programs. aug: au: Fisseler, Björn Seale, Jane affil: Faculty of Psychology, FernUniversität, Hagen, Germany sug: subj: Students with Disabilities Psychosocial Factors Support, Psychosocial Transitional Programs Students, College Assistive Technology Education, Special Program Evaluation Intellectual Disability Colleges and Universities Student Knowledge Digital Technology Utilization Computer Literacy ab: Background: People with disabilities do not always successfully transition to and from postsecondary education. Although technology has the potential to play a role in supporting these transitions, there has been very little in-depth exploration of how exactly technologies can be incorporated into transition-support programs and the impact this has on transition outcomes. Objective: This paper aims to provide an in-depth analysis regarding how transition support programs for students with disabilities might effectively incorporate technology. Methods: A comprehensive and critical review of research was conducted. Results: Just six technology-enriched transition programs have been developed and evaluated between 2000 and 2023. Within these programs technology has been employed or integrated in four main ways. All the transition programs were able to report a positive influence on at least one of their chosen primary outcomes, although these were not always statistically significant. The outcomes of these 'proof of concept' technology-enriched transition support programs have had a limited impact on the postsecondary education community. Conclusions: In order to overcome concerns regarding unequivocal results, cost, feasibility and relevance further debate and research is required involving all relevant stakeholders including those responsible for resourcing and delivering student support systems within postsecondary education. pubtype: Academic Journal doctype: review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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