Evidence-Based Secondary Transition Practices for Enhancing School Completion

Autor/inn/en	Test, David W.; Fowler, Catherine H.; White, James; Richter, Sharon; Walker, Allison
Titel	Evidence-Based Secondary Transition Practices for Enhancing School Completion
Quelle	In: Exceptionality, 17 (2009) 1, S.16-29 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Family Involvement; Disabilities; Student Development; Transitional Programs; Nontraditional Education; Time to Degree; Agency Cooperation; High Schools; Dropout Rate; Dropouts; Dropout Prevention; Learning Disabilities; Emotional Problems; Behavior Disorders; Graduation; Graduation Rate; Special Education; Predictor Variables; Surveys; Program Evaluation + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Non-traditional education; Alternative Erziehung; High school; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Learning handicap; Lernbehinderung; Abschluss; Graduierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Prädiktor; Survey; Umfrage; Befragung; Programme evaluation; Programmevaluation
Abstract	Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices that show promise for enhancing school completion of students with disabilities. For conceptual purposes, the article uses and describes evidence using the Taxonomy for Transition Programming (Kohler, 1996) which includes (a) student focused-planning, (b) student development, (c) interagency collaboration, (d) family involvement, and (e) program structures. Suggestions for practice and future research are provided. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10