Date of Award


Degree Type

Creative Project

Degree Name

Master of Education (MEd)


Special Education and Rehabilitation

Committee Chair(s)

Robert Morgan


Robert Morgan


Timothy Riesen


Kimberley Snow


Students with a Specific Learning Disability (SLD) often experience challenges when transitioning to postsecondary education institutions after high school. A unique challenge involves filling out forms in order to registered for college. One of several components to a successful transition to postsecondary settings requires students to complete application forms. The purpose of this project is to examine the effects of direct instruction (DI) on increased performance of filling out college application forms of students with SLD in a special education classroom. Participants included eight high school students, ages 17 to 18, with a SLD. The intervention in this study involved teaching each participant through two sessions using DI to independently fill out forms required for college registration: an application for college undergraduate admission and an application for disability resource center services. The study collected pre- and post- assessment scores using a grading rubric and analyzed difference scores to assess the impact of DI on participant’s performance. The study also included a social validity measure that randomized pre- and post- forms that were independently examined and scored by a admission counselor and a disability resource center (DRC) representative. Using the rubric, most post-assessments for accuracy and completeness were higher than pre-assessments for both the college admission application and DRC forms. The admission counselor and DRC representative rated most post-application forms higher than pre-application forms. These findings suggest that transition supports are needed for students with SLD in filling out applications required for college. S2L script, verbalized, and used signs or gestures in the actual IEP meeting between 17.4% and 23.9% of 10 s intervals. These results have implications of improved self-determination measures for students with severe intellectual disabilities when taught to voice transition preferences and lead IEP meetings. (102 pages)