A Promising Asynchronous Online Intervention to Support General Educators’ Knowledge of Predictors of Postschool Success

Abstract

Students with disabilities experience less postschool success than students without disabilities. Until recently, college and career readiness efforts did not appear to include an explicit focus on students with disabilities. Because most U.S. students with disabilities spend time in general education settings, general education teachers need strategies to prepare all students for college and careers. The predictors of postschool success appear ideal to support general education teachers with this effort. We investigated the use of an asynchronous online intervention to increase two general education teachers’ knowledge of three predictors of postschool success. Results were promising in that the intervention increased participants’ knowledge of the three predictors. We share limitations related to our research design and suggestions for future research and practice.