Are There Predictors of Success for Students with Disabilities Pursuing Postsecondary Education?

Autor/inn/en	Madaus, Joseph W.; Gelbar, Nicholas; Dukes, Lyman L., III.; Taconet, Ashley; Faggella-Luby, Michael
Titel	Are There Predictors of Success for Students with Disabilities Pursuing Postsecondary Education?
Quelle	In: Career Development and Transition for Exceptional Individuals, 44 (2021) 4, S.191-202 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taconet, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143420976526
Schlagwörter	Predictor Variables; Students with Disabilities; College Bound Students; Academic Persistence; Educational Attainment; Evidence Based Practice; Academic Achievement; Graduation; School Holding Power; Grade Point Average + Suchen Sie Ihr Suchwort? Prädiktor; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsabschluss; Bildungsgut; Schulleistung; Abschluss; Graduierung
Abstract	Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine whether there are evidence-based predictors of college success with regard to retention, academic achievement, and graduation. Results indicated that although there are an insufficient number of studies to validate a core set of evidence-based practices at this time, there are a series of student-related practices that positively predict grade point average, retention, and graduation that warrant future investigation. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01