Abstract:There is a strong and compelling research base suggesting improved outcomes when youth across disability populations are provided access to evidence-based transition planning. However, there are also systemic inequities in who has been centered in the research that has established the “evidence” base. There is a need to rethink who is centered in transition research and disrupt race-neutral strategies embedded in interventions and assessments that have been used in transition research, teacher education, and t… Show more
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