Evidence-Based Practices in Secondary Transition

Autor/inn/en	Test, David W.; Fowler, Catherine H.; Richter, Sharon M.; White, James; Mazzotti, Valerie; Walker, Allison R.; Kohler, Paula; Kortering, Larry
Titel	Evidence-Based Practices in Secondary Transition
Quelle	In: Career Development for Exceptional Individuals, 32 (2009) 2, S.115-128 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-7288
DOI	10.1177/0885728809336859
Schlagwörter	Transitional Programs; Student Development; Literature Reviews; Check Lists; Federal Legislation; Classification; Agency Cooperation; High School Students; Vocational Education; Career Education; Individualized Education Programs; Special Education; Disabilities; Intervention; Effect Size; Career Development + Suchen Sie Ihr Suchwort? Checkliste; Bundesrecht; Classification system; Klassifikation; Klassifikationssystem; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausbildung; Berufsbildung; Arbeitslehre; Individualized education program; Individualisierendes Lernen; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Berufsentwicklung
Abstract	A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research. (Contains 6 tables.) (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	2017/4/10