Transition to postsecondary education: Institutional and individual issues

Postsecondary education can improve the quality of life for individuals with disabilities. However, little is known about transition for students with language disorders because of the varying terminology used and the overlap between language disorders and learning disabilities. Drawing on transition literature of a general nature and that specific to learning disabilities, this article challenges the efficacy of the existing special education paradigm and contends that changes in institutional policies and practices are as important as changes in the individual student. The article discusses roles played by participants in the transition process and differences between secondary and postsecondary school organization.