Date of Award
6-2-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Committee Members
Gary Tiffin; William Loose
Call Number
LD 251 .A566d 2023 R87
Abstract
The purpose of this phenomenological qualitative study was to provide a voice and perspective of the lived experiences of participants with executive function deficits and develop an understanding of its effect on their transition to a four-year university. The following research question guided the study: What support do students with executive function deficits transitioning to post-secondary education need to be successful? The problem addressed in the study was determining what support students with executive function deficits need for a successful transition to postsecondary education. The phenomenological qualitative study utilized a retrospective lens to interview students who were 18 years or older, in their second semester of college or beyond, and attended a northeast Arkansas university. Additionally, Urie Bronfenbrenner’s bioecological theory was employed to understand the phenomenon and support the findings within the study. The research findings suggested students with executive functioning deficits needed support from both family and teachers, intervention and recognition of a disability at an early age, and access to resources and information as they transitioned to postsecondary education. The implications of these findings were students with executive dysfunction transitioning to postsecondary education needed extensive supports from all aspects of their bioecological system. This research should aid K-12 schools and postsecondary institutions to better understand the barriers students with executive function deficits face and develop the supports necessary for a successful transition to postsecondary education. Keywords: executive function, disabilities, postsecondary education, bioecological model
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Rutter, Desiree, "Examining Strategic Supports for Students with Executive Dysfunction Transitioning to Postsecondary Education: A Qualitative Study" (2023). Student Theses and Dissertations. 184.
https://arch.astate.edu/all-etd/184
Included in
Disability and Equity in Education Commons, Educational Leadership Commons, Higher Education Commons
