According to the research of Getzel, the transition of students with disabilities and their post-school outcomes continues to move in the direction of facts based practices. As education professionals work to better recognize the force of instructional and environmental characteristics to prepare students for their transition, so must postsecondary education professionals (Getzel, 2014). The author contends that there is a need for a combined research outline in the higher education field and disability to conduct accurate studies on facts based practices in the college environment that support self-determination and to identify evidence-based idealist that correspond with developed outcomes in retention, graduation, and further education
