This article describes the Division of Career Development and Transition's (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and…

This chapter describes evidence-based predictors and practices of postschool success for students with disabilities. Examples for implementation and implications for adult education practitioners as they design instruction and programming for individuals with disabilities are provided.

In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and…

Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self-advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their…

Parental expectations (having high expectations for their children) and parental involvement (having parents as active and knowledgeable participants in transition planning) have been identified as evidence-based predictors of improved postschool outcomes for students with disabilities. However, little is known about how education professionals…

Nationally, the recent focus has been on adopting state-developed standards in English language arts (ELA) and mathematics that build toward college and career readiness. Of the states that have elected to adopt the Common Core State Standards (CCSS; National Governors Association, Council of Chief State School Officers, 2012), states either (a)…

As educators move into a new era of educational reform, it becomes imperative that teachers use evidence-based instructional practices shown to be effective for students with disabilities. One area that plays a role in this process is secondary transition. The National Secondary Transition Technical Assistance Center has identified 63…

Individualized education programs (IEPs) for students with disabilities ages 16 and older must include a transition component. It is important for educators to understand the role transition assessment plays in developing a thorough transition component that includes measurable postsecondary goals, annual IEP goals, transition services, and a…

Researchers and practitioners have emphasized the importance of teaching self-determination skills to students with disabilities for more than a decade. One major barrier to teaching self-determination in recent years has been teachers' not knowing how to focus on reading, writing, and mathematics and simultaneously teach self-determination…

Research continues to document the lack of widespread classroom implementation of self-determination instruction. One reason given for why self-determination skills are not being taught is the lack of readily available and affordable instructional resources. The IEP process is one vehicle that all teachers can use to teach self-determination.…

A content and methodological review of the literature of 25 self-advocacy intervention studies was conducted. First, each article was analyzed in terms of purpose, participants, design, dependent variable(s), independent variable(s), and results. Second, each manuscript was reviewed in terms of the quality indicators for single subject (n = 11),…

Eight learning disabled males (16 to 17 years old) participated in a driver education unit via a visual response system, allowing students greater response and feedback. After the conclusion of the unit, all Ss scored above the criterion established by the Digest of Ohio Motor Vehicle Laws. (CL)

This article describes a project to help educators improve the self-determination of students with disabilities. The project identified critical curricular components and developed a checklist to evaluate the different curricula designed to promote self-determination skills. Five curricula that have published research documenting their…

A telephone-managed home-school communication system uses an automatic answering service for recorded messages to and from parents. Prerecorded messages can be used to meet a variety of parent-teacher communication objectives. (CL)

The Visual Response System (VRS), a specially constructed resource room, has three powerful instructional features: (1) active student response, (2) immediate feedback, and (3) student-student interaction. Suggestions are offered for adapting the VRS system to the conventional classroom. Methods for increasing student response, providing feedback,…