Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives

This article reports on findings from two! studies that examined secondary and transition practices. The first study examined student and program factors that predicted participants' graduation with a standard high school diploma and placement in employment and continuing education. The second study examined participants' perceptions of the program and staff characteristics that were most important in helping them achieve their education and transition goals. Findings from these studies indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization, of services around student goals and personalized attention from staff were highly valued by participants. Recommendations for policy and practice are discussed.