Special education transition predictors for post-school success: Findings from the field

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

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


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)116-128
Number of pages13
JournalPreventing School Failure
Issue number2
StatePublished - Apr 3 2018

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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