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Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Identiferoai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-10921
Date01 February 2021
CreatorsRowe, Dawn A., Mazzotti, Valerie L., Fowler, Catherine H., Test, David W., Mitchell, Vickie J., Clark, Kelly A., Holzberg, Debra, Owens, Tosha L., Rusher, Dana, Seaman-Tullis, Rachel L., Gushanas, Christina M., Castle, Hannah, Chang, Wen H., Voggt, Ashley, Kwiatek, Stephen, Dean, Catie
PublisherDigital Commons @ East Tennessee State University
Source SetsEast Tennessee State University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceETSU Faculty Works
Rightshttp://creativecommons.org/licenses/by-nc/4.0/

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