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

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.

Visual Communication Analysis (VCA): Implementing self-determination theory and research-based practices in special education classrooms

“…Students who are taught self-determination skills early on have shown to have fewer behaviors problems (Pierson et al, 2008). Research indicates computer-assisted instruction in this area can help improve these skills while reducing problem behavior in students with disabilities (Mazzotti et al, 2020(Mazzotti et al, , 2012. The purpose of this study was to examine the efficacy of using VCA in teaching children with ASD, ID, Speech and Language Impairment to type independently as a means of expressive and functional communication.…”

A Review of Developing Communication Skills for Students with Intellectual and Developmental Disabilities on College Campuses

“…As aforementioned, a failure to develop students’ communication repertoires prior to high school graduation may produce negative impacts on a range of potential postsecondary outcomes in adulthood. On the other hand, research suggests that facilitating communication skill development in high school leads to positive postsecondary education and employment outcomes for youth with disabilities (Mazzotti et al, 2020; Rowe et al, 2015; Test, Mazzotti, et al, 2009). One of the primary outcomes emphasized by the Individuals with Disabilities Education Act of 2004 (IDEA, 2004) is postsecondary education and training.…”

National Picture of the Self-Determination Characteristics of Secondary School English Learners With Disabilities

“…Students' self-determination, which plays a critical role in both in-school and postschool outcomes (Mazzotti et al, 2021;Rowe et al, 2021), may be particularly important for secondary school English learners (ELs; see Note 1) with disabilities. These students are at the intersection of two widely studied groups-ELs and students with disabilitiesboth with historically poor educational access and academic outcomes (Newman, Wagner, Huang et al, 2011;Slama, 2012).…”