Special education transition predictors for post-school success

Findings from the field

Nikki S. Sprunger, Michael Harvey, Marilynn M. Quick

Research output: Contribution to journalArticle

Abstract

Legislation has mandated that secondary schools provide services for students with disabilities that prepare them for independent living, employment, and/or post-secondary education (IDEA, 2004). This study examined the perceptions of special education directors, assistant directors/program coordinators, and secondary special education teachers concerning the current knowledge, usage, and effectiveness of evidenced-based transition predictors in Indiana and their impact on post-school outcomes. The results indicate that there is agreement among the respondents of the knowledge, utilization, and effectiveness of the 16 transition predictors. However, programs of study, inter-agency collaboration, paid employment/work experiences, and work study programs were identified as a concern. Recommendations to improve transition practice and additional research are made for future success.

Original languageEnglish (US)
Pages (from-to)1-13
Number of pages13
JournalPreventing School Failure
DOIs
StateAccepted/In press - Dec 4 2017

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school success
Special Education
special education
director
Independent Living
program of study
study program
Legislation
secondary education
assistant
secondary school
disability
utilization
legislation
Students
Education
teacher
Research
school
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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Special education transition predictors for post-school success : Findings from the field. / Sprunger, Nikki S.; Harvey, Michael; Quick, Marilynn M.

In: Preventing School Failure, 04.12.2017, p. 1-13.

Research output: Contribution to journalArticle

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