Secondary Transition Evidence-Based Practices and Predictors: Implications for Policymakers

Abstract

The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and reform initiatives, state and local education agencies have to consider how students with disabilities and secondary transition will be affected. The purpose of this article is to provide an overview of secondary transition evidence-based practices and predictors of postschool success for student with disabilities. Implications for policymakers related to improving secondary transition programs and practices at federal, state, and local levels are discussed. © Hammill Institute on Disabilities 2012.

Keywords

Author Keywords

policy secondary transition School reform evidence-based practices

Index Keywords

Author Affiliations

Western Carolina University, Cullowhee, NC, United States

The University of North Carolina at Charlotte, Charlotte, NC, United States

Illinois State University, Chicago, IL, United States

Funding & Acknowledgements

Grant: 326J050004

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. #H326J050004. Dr. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions and policies of the U.S. Department of Education. No official endorsement by the U.S Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.

U.S. Department of Education, ED

The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This document was produced under U.S. Department of Education, Office of Special Education Programs Grant No. #H326J050004. Dr. Marlene Simon-Burroughs served as the project officer. The views expressed herein do not necessarily represent the positions and policies of the U.S. Department of Education. No official endorsement by the U.S Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.

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Secondary Transition Evidence-Based Practices and Predictors: Implications for Policymakers

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