Non-Cognitive Factors That Support Postsecondary Persistence in Deaf Students
Topics:
Research & Data,
Transition
Useful For: Disability Services Professionals, Vocational Rehabilitation Professionals
Useful For: Disability Services Professionals, Vocational Rehabilitation Professionals
Non-Cognitive Factors That Support Postsecondary Persistence in Deaf Students
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Persistence in postsecondary settings refers to the likelihood that a student will remain in school, particularly past the first year of enrollment. Although deaf student enrollment in postsecondary settings has seen a significant increase, students continue to face obstacles to completion of their postsecondary degree goals, with high rates of attrition. Facilitating persistence is thus a critical issue in increasing education and work options for deaf individuals.