SCHOOL-TO-WORK TRANSITIONS FOR YOUTH WITH DISABILITIES - A REVIEW OF OUTCOMES AND PRACTICES

This review examined employment and postsecondary education outcomes f or youth with disabilities leaving secondary schools, as well as studi es of educational practices reporting high-quality outcomes. Analytica l considerations included the current initiatives in educational refor m that emphasize the improvement of career-related outcomes for all st udents and the inclusion of youth with disabilities in regular classes . While school- and employment-related outcomes for youth with disabil ities continue to be problematic when compared with those for nondisab led youth, two educational practices appear to consistently align with higher-quality outcomes for students. The promising practices that me rit attention in improving programs and in advancing the knowledge bas e include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employability skil ls, 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 out comes, and that educational practices supported with documented eviden ce from the secondary special education literature are viewed by many authors as promising directions for improving secondary education for all students.