中学毕业后成功的二级过渡预测因素:研究基础的更新

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2020-10-10 DOI:10.1177/2165143420959793

Valerie L. Mazzotti, D. Rowe, Stephen M. Kwiatek, Ashley P. Voggt, Wen-hsuan Chang, C. Fowler, Marcus I. Poppen, J. Sinclair, D. Test

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引用次数: 112

摘要

研究表明，与非残疾同龄人相比，残疾青年不太可能获得积极的结果。确定学校内的预测因素可以为教师（如特殊教育、普通教育、职业技术教育）、行政人员、区级人员和职业康复顾问提供设计、评估和改进过渡计划的信息。本系统文献综述的目的是检查二次过渡相关文献，以确定支持现有预测因素的额外证据，并确定新的学校毕业后成功预测因素。结果为14个现有预测因子提供了额外的证据，并确定了三个新的预测因子。讨论了研究、政策和实践的局限性和影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Secondary Transition Predictors of Postschool Success: An Update to the Research Base

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.