Identifying and Promoting Transition Evidence-Based Practices and Predictors of Success A Position Paper of the Division on Career Development and Transition

This position paper describes the Division of Career Development and Transition’s stance and recommendations for identifying and promoting secondary transition evidence-based practices and predictors of postschool success for students with disabilities. Recommendations for experimental research, cor...

Full description

Saved in:
Bibliographic Details
Published in:Career development and transition for exceptional individuals Vol. 36; no. 3; pp. 140 - 151
Main Authors: Mazzotti, Valerie L., Rowe, Dawn A., Cameto, Renee, Test, David W., Morningstar, Mary E.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.12.2013
SAGE Publications and Hammill Institute on Disabilities
Subjects:
Correlation
Disabilities
Education Work Relationship
Educational Legislation
Educational Research
Evidence
Federal Legislation
Individuals with Disabilities Education Improvement Act 2004
Longitudinal Studies
National Longitudinal Transition Study Spec Educ
Secondary School Students
Special Education
Transitional Programs
group experimental
research
single subject
postschool outcomes
ISSN:2165-1434, 2165-5144, 2165-1442
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This position paper describes the Division of Career Development and Transition’s stance and recommendations for identifying and promoting secondary transition evidence-based practices and predictors of postschool success for students with disabilities. Recommendations for experimental research, correlational research, and secondary analysis of the National Longitudinal Transition Study–2 data are provided. Finally, suggestions related to planning for future research in the area of secondary transition are discussed.
ISSN:2165-1434
2165-5144
2165-1442
DOI:10.1177/2165143413503365