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

• Published in: Career development for exceptional individuals Vol. 32; no. 3; pp. 160 - 181
• Main Authors: Test, David W., Mazzotti, Valerie L., Mustian, April L., Fowler, Catherine H., Kortering, Larry, Kohler, Paula
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.12.2009; SAGE Publications and Hammill Institute on Disabilities; SAGE PUBLICATIONS, INC
• Subjects: Accessibility (for Disabled); Career Development; Career development planning; Children with disabilities; Correlation; Developmental Studies Programs; Disabilities; Education; Employment Opportunities; Evidence; High School Students; High Schools; Independent Living; Literature Reviews; Meta Analysis; Outcomes of Education; Predictor Variables; Students with Disabilities; Systematic review; Theory Practice Relationship; Transitional Programs; high school; secondary transition; students with disabilities; research
• ISSN: 0885-7288; 2165-1434; 1557-5047; 2165-1442
• DOI: 10.1177/0885728809346960

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.