Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during t

Students with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommodative support services at the post-secondary level. This study sought to identify the relationship between these variables.