Special education transition predictors used in Indiana for secondary special education students : findings from the field

Abstract

Legislation has mandated that secondary schools provide services for students with disabilities that prepare them for independent living, employment, and /or post-secondary education (Individuals with Disabilities Education Improvement Act, 2004). This study examined the perceptions of special education teachers concerning the current knowledge, usage, and effectiveness of evidence-based transition predictors at the high school level in the state of Indiana and the impact on post-school outcomes. The study also examined the barrier to positive post-school outcomes faced by SWD including paid employment/work experiences, inclusion in the general education setting, self-care/independent living skills. self-advocacy/self-determination skills, and parental involvement/