Using Integration Approaches to Study School and Community Partnerships Across Transition Services

McDaniel, Sara L.; Mazzotti, Valerie L.

doi:10.4324/9780429432828-33

Cited by 1 publication

(1 citation statement)

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“…However, it is critical that policy makers, researchers, and practitioners consider CCR initiatives and how changes to provide more inclusive experiences among practitioners and students could potentially improve CCR outcomes for youth with disabilities. Furthermore, conducting mixed methods research focused on CCR that includes action research with secondary practitioners may expand this focus and inform both policy and practice decisions by providing researchers and policy makers with a greater understanding of CCR domains, including how to evaluate CCR and develop secondary programs that support CCR for all students (McDaniel & Mazzotti, 2021)…”

Section: Discussionmentioning

confidence: 99%

Policy and Practice Considerations to Support College and Career Readiness for Youth With Disabilities: A Systematic Mixed Studies Review

Mazzotti

Morningstar

Lombardi

et al. 2022

Journal of Disability Policy Studies

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Youth with disabilities must be college and career ready to be prepared for adult life. Policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and community living (IDEIA, 2004). However, not all high schools provide a range of CCR supports for these students. We conducted a systematic mixed studies review to investigate the prevalence of five domains of CCR identified in the literature. Findings revealed the five domains had a range of coverage across the literature with academic engagement and process-oriented skills comprising more citations and transition competencies least likely to be included. In addition, across the CCR literature, data for students with disabilities were rarely disaggregated, which confirms that we know even less about the effectiveness of the five domains for these students. Clear gaps were identified and suggests research often does not inform CCR policy and/or practice decisions.

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Section: Discussionmentioning

confidence: 99%