Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives
This article reports on findings from two studies that examined secondary and transition practices. The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second s...
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| Veröffentlicht in: | Exceptional children 2000-06, Vol.66 (4), p.509-529 |
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| creator | Benz, Michael R. Lindstrom, Lauren Yovanoff, Paul |
| description | This article reports on findings from two studies that examined secondary and transition practices. The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program and staff characteristics that were most important in helping them achieve their education and transition goals. Findings from these studies indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized attention from staff were highly valued by participants. Recommendations for policy and practice are discussed. |
| doi_str_mv | 10.1177/001440290006600405 |
| format | Article |
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The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program and staff characteristics that were most important in helping them achieve their education and transition goals. Findings from these studies indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized attention from staff were highly valued by participants. 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The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program and staff characteristics that were most important in helping them achieve their education and transition goals. Findings from these studies indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized attention from staff were highly valued by participants. Recommendations for policy and practice are discussed.</description><subject>Academic achievement</subject><subject>Adolescents</subject><subject>Biological and medical sciences</subject><subject>Disabilities</subject><subject>Disabled persons</subject><subject>Education Work Relationship</subject><subject>Educational Attainment</subject><subject>Employment</subject><subject>Exceptional children</subject><subject>Graduation</subject><subject>Individualized Transition Plans</subject><subject>Medical sciences</subject><subject>Nontraditional Education</subject><subject>People with disabilities</subject><subject>Predictor Variables</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Secondary Education</subject><subject>Secondary school students</subject><subject>Self image</subject><subject>Special education</subject><subject>Special education. 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| ispartof | Exceptional children, 2000-06, Vol.66 (4), p.509-529 |
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| source | EBSCOhost Education Source; SAGE Journals |
| subjects | Academic achievement Adolescents Biological and medical sciences Disabilities Disabled persons Education Work Relationship Educational Attainment Employment Exceptional children Graduation Individualized Transition Plans Medical sciences Nontraditional Education People with disabilities Predictor Variables Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Secondary Education Secondary school students Self image Special education Special education. Orthophony Student Attitudes Student Educational Objectives Student Participation Transitional Programs Treatments Work Experience Work Experience Programs |
| title | Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives |
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