TY - JOUR
T1 - Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills
AU - Rowe, Dawn A.
AU - Mazzotti, Valerie L.
AU - Fowler, Catherine H.
AU - Test, David W.
AU - Mitchell, Vickie J.
AU - Clark, Kelly A.
AU - Holzberg, Debra
AU - Owens, Tosha L.
AU - Rusher, Dana
AU - Seaman-Tullis, Rachel L.
AU - Gushanas, Christina M.
AU - Castle, Hannah
AU - Chang, Wen-Hsuan
AU - Voggt, Ashley
AU - Kwiatek, Stephen
AU - Dean, Catie
PY - 2021/2/1
Y1 - 2021/2/1
N2 - Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.
AB - Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.
KW - evidence-based practices
KW - high school
KW - middle school
KW - research-based practices
KW - secondary transition
KW - students with disabilities
UR - https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85091378852&origin=inward
UR - https://www.scopus.com/inward/citedby.uri?partnerID=HzOxMe3b&scp=85091378852&origin=inward
U2 - 10.1177/2165143420958674
DO - 10.1177/2165143420958674
M3 - Article
SN - 2165-1434
VL - 44
SP - 28
EP - 46
JO - Career Development and Transition for Exceptional Individuals
JF - Career Development and Transition for Exceptional Individuals
IS - 1
ER -