Abstract
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.
Subject
Developmental and Educational Psychology,Education
Cited by
238 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献