What High School Administrators Need to Know About Secondary Transition Evidence-Based Practices and Predictors for Students With Disabilities

Abstract

In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and predictors, as well as providing examples of how school administrators can use the practices and predictors to help guide staff development and school policy.It has been well documented that youth with disabilities consistently experience poor post-school outcomes compared with their peers without disabilities. The National Longitudinal Transition Study-2 found youth with disabilities lag behind their peers in all post-school outcome areas including postsecondary education, independent living, and employment (Newman et al., 2011). Specifically, recent disability employment statistics indicate only 18% of individuals with disabilities participated in the labor

A Qualitative Investigation of Secondary General Education Teachers' Perspectives on their Involvement in Transition Services

“…1412(1)(5)]. Test, Bartholomew, and Bethune et al (2015) "believe that all students are general education students first and that general educators need to know about EBP and predictors for their students with disabilities" (p. 269). Thomas and Dykes (2011) noted that postschool outcomes for all youth are less than desirable; therefore, there is a need for individuals who do not qualify for special education services to receive supports for transitioning into postsecondary settings.…”

“…Even with these legal mandates, many transition-aged youth with disabilities continue to experience poor postsecondary outcomes (Benitez, et al, 2009;Blanchett, 2001;Bouck, 2012;Bouck & Joshi, 2012;Carter, et al, 2013;Hughes & Carter, 2011;Mustian, Mazzotti, & Test, 2012;Plotner, Mazzotti, Rose, & Carlson-Britting, 2016;Plotner, Trach, & Strauser, 2012;Test, et al, 2015;. Many researchers have examined various stakeholders' perceptions of transition practices for youth with disabilities, including vocational rehabilitation personnel Plotner, et al, 2012;Plotner, et al, 2016) and secondary special educators (Benitez, et al, 2009;Blanchett, 2001;Plotner, et al, 2016).…”

“…Even when provided with training, pre-service teachers were not able to implement the EBPs with fidelity within a classroom setting (Test, et al, 2015).…”

“…Plotner et al explained that "A disconnect has created a breakdown in communication and team work negating an effective collaborative approach to transition services" (Plotner, et al, 2012, p. 141). Test, et al (2015) explained that students who do not have interagency collaboration on their transition teams experience less successful postsecondary employment and education outcomes.…”

“…Many scholars have argued that EBPs must be implemented to increase successful postschool outcome success. In order to increase the implementation of EBPs, the education system must first go under specific reforms (Lehmann, Cobb, & Tochterman, 2001;Morningstar, et al, 2012;Test, et al, 2015;Thomas & Dykes, 2011) According to Test et al (2015), the need for all students to be college and career ready aligns well with the transition planning process.…”