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.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology