Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students with Disabilities

Autor/inn/en	Test, David W.; Mazzotti, Valerie L.; Mustian, April L.; Fowler, Catherine H.; Kortering, Larry; Kohler, Paula
Titel	Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students with Disabilities
Quelle	In: Career Development for Exceptional Individuals, 32 (2009) 3, S.160-181 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728809346960
Schlagwörter	Independent Living; Disabilities; Outcomes of Education; Evidence; Theory Practice Relationship; Predictor Variables; Accessibility (for Disabled); Employment Opportunities; Transitional Programs; High School Students; Correlation; Literature Reviews; Meta Analysis; Developmental Studies Programs + Suchen Sie Ihr Suchwort? Selbstverantwortung; Handicap; Behinderung; Lernleistung; Schulerfolg; Evidenz; Theorie-Praxis-Beziehung; Prädiktor; Accessibility; Zugänglichkeit; Berufschance; Beschäftigungschance; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Meta-analysis; Metaanalyse; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium
Abstract	The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10