Factors Associated With Enhanced Knowledge and Use of Secondary Transition Evidence-Based Practices

Abstract

Students with disabilities lag behind peers without disabilities in most postsecondary outcome areas such as employment, postsecondary education, and independent living. Numerous initiatives aimed at supporting students as they transition from school to adult life have received attention over the last few decades. These initiatives include those that focus on preparing secondary special educators and transition personnel to be better equipped to facilitate these transitions. In this study, the authors examined the extent to which middle and high school educators ( n = 280) and direct-service transition professionals (e.g., transition specialists, rehabilitation counselors; n = 203) reported level of knowledge and modes of access to this knowledge related to secondary transition evidence-based practices (EBPs). In addition, this study examined if there is a difference in educators and direct-service transition professionals in reported use of EBPs. Results indicate that few educators and direct-service transition professionals believe their professional development opportunities fully prepared them with the knowledge and skills to use secondary transition EBPs. Implications and future research directions are also presented.

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