Secondary Transition Predictors of Postschool Success: An Update to the Research Base-Reference-Cited by-同舟云学术

Secondary Transition Predictors of Postschool Success: An Update to the Research Base

Published:2020-10-10 Issue:1 Volume:44 Page:47-64
ISSN:2165-1434
Container-title:Career Development and Transition for Exceptional Individuals
language:en
Short-container-title:Career Development and Transition for Exceptional Individuals

Author:

Mazzotti Valerie L.¹^ORCID,Rowe Dawn A.²,Kwiatek Stephen¹^ORCID,Voggt Ashley¹³,Chang Wen-Hsuan¹,Fowler Catherine H.¹,Poppen Marcus⁴,Sinclair James⁵^ORCID,Test David W.¹

Affiliation:

1. The University of North Carolina at Charlotte, USA

2. East Tennessee State University, Johnson City, USA

3. Texas A&M University-Corpus Christi, USA

4. Washington State University, Pullman, USA

5. University of Oregon, Eugene, USA

Abstract

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.

Funder

Office of Special Education Programs, Office of Special Education and Rehabilitative Services

Publisher

SAGE Publications

Subject

Organizational Behavior and Human Resource Management,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/2165143420959793

Reference4 articles.

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