The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in all three postschool outcome areas, 7 (43.8%) predicted improved outcomes for only postschool education and employment, and 5 (31.3%) predicted improved outcomes for employment only. Limitations and implications for future research and practice are discussed.

This study underscores the need for academic training programs and professional organizations to intentionally disseminate information regarding the expediency of alternative testing procedures. Implications for the adequate nonbiased assessment of bilingual children are discussed.

OUTCOMES OF YOUTHS with disabilities exiting public schools have not improved significantly during the last decade. Both historical and current data indicate that this population of individuals continues to drop out of school at a rate ranging from 30-80% (Edgar, 1987) and to experience low levels of full-time employment (Hasazi, Gordon, & Roe, 1985;Wagner, 1989). Educators, researchers, and policymakers are focusing on the concept of transition from school to adult life in order to identify factors that might improve the personal and vocational outlook for these young persons. Evidence suggests that transition planning and services are an effective way of improving the post-school outcomes of youths with disabilities (Rusch & Phelps, 1987).Much of the research and literature in the field has focused on identifying essential components of transition planning. In line with this initiative, a number of &dquo;best practices&dquo; have evolved as part of efforts to plan and implement programs to facilitate transition from school for secondary students with disabilities. The most frequently cited &dquo;best practices&dquo; include interagency cooperation and collaboration, vocational assessment, vocational skills training, social skills training, career education curricula, paid work experience during high school, written transition plans, and parent or family involvement in the transition process (Foss, 1990).The purpose of this study was to determine which transition practices have been identified or supported in the literature as having a positive impact on student outcomes. This article presents a review and analysis of literature concerning these &dquo;best practices.&dquo; Conclusions are developed, including a synopsis of the most frequently cited practices. Finally, suggestions for additional research are offered. METHOD OF REVIEW Selection of DocumentsTo locate empirical research data for the study, several computer searches of the ERIC database were conducted. Such descriptors as

A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research.

No abstract

This paper presents the Division on Career Development and Transition's position statement on preparing personnel in transition. The statement is organized into four sections: (a) the broader context for transition personnel preparation; (b) what should be taught: core content in personnel preparation; (c) recommendations for personnel preparation programs; and (d) implications for educational policy, practice, and future research.

In response to information regarding students' postschool outcomes, the past 15 years have reflected an increased focus on improving transition education and services for youth with disabilities. Three specific initiatives characterize this development: (a) federal special education and disability legislation; (b) federal, state, and local investment in transition services development; and (c) effective transition practices research. Outcomes of these initiatives include (a) an expanded perspective concerning transition education and services and (b) identification of practices that apply this perspective to individual student needs. The authors describe effective transition practices in five areas: student-focused planning, student development, interagency collaboration, family involvement, and program structures. Developing specific interventions and service arrays for individual students within each of the transition practice areas is essential for postschool success.

The availability of professionals trained to design and deliver transition services is important to implementing the federal mandate for transition services. Yet, there is limited information available on the state of the nation with regard to personnel preparation in transition. To address this lack of information, a national survey of colleges and universities was conducted to determine (a) which transition-related competencies are considered to be most important and (b) how much instructional time is devoted to transition content. Responses received from a total of 573 institutions of higher education across the United States and Puerto Rico indicated that administrators and faculty appear to be attending to transition issues.