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School-to-Work Transitions for Youth with Disabilities: A Review of Outcomes and Practices

L. Allen Phelps and Cheryl Hanley-Maxwell
Review of Educational Research
Vol. 67, No. 2 (Summer, 1997), pp. 197-226
Stable URL: http://www.jstor.org/stable/1170626
Page Count: 30
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
School-to-Work Transitions for Youth with Disabilities: A Review of Outcomes and Practices
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Abstract

This review examined employment and postsecondary education outcomes for youth with disabilities leaving secondary schools, as well as studies of educational practices reporting high-quality outcomes. Analytical considerations included the current initiatives in educational reform that emphasize the improvement of career-related outcomes for all students and the inclusion of youth with disabilities in regular classes. While school- and employment-related outcomes for youth with disabilities continue to be problematic when compared with those for nondisabled youth, two educational practices appear to consistently align with higher-quality outcomes for students. The promising practices that merit attention in improving programs and in advancing the knowledge base include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employability skills, and academic skills are systematically connected for students. The educational reform literature indicates that valued outcomes for all students are focusing more prominently on workplace and transition outcomes, and that educational practices supported with documented evidence from the secondary special education literature are viewed by many authors as promising directions for improving secondary education for all students.

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