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

TLDR

Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. The study systematically reviews secondary transition correlational literature to identify evidence supporting existing predictors and uncover new predictors of postschool success for youth with disabilities. The authors performed a systematic literature review of secondary transition correlational studies to identify predictors of postschool success. The review confirmed 14 existing predictors and identified three new predictors of postschool success, while discussing limitations and implications for research, policy, and practice.

Abstract

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.