Evidence-Based Secondary Transition Practices for Enhancing School Completion

Abstract

Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices that show promise for enhancing school completion of students with disabilities. For conceptual purposes, the article uses and describes evidence using the Taxonomy for Transition Programming (Kohler, 1996) which includes (a) student focused-planning, (b) student development, (c) interagency collaboration, (d) family involvement, and (e) program structures. Suggestions for practice and future research are provided.