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Research suggests youth with disabilities are less likely to experience positive outcomes compared to peers without disabilities. Identification of in-school predictors of postschool success can provide teachers (e.g., special education, general education, career technical education), administrators, district-level personnel, and vocational rehabilitation counselors with information to design, evaluate, and improve transition programs. The purpose of this systematic literature review was to examine secondary transition correlational literature to identify additional evidence to support existing predictors and identify new predictors of postschool success. Results provided additional evidence for 14 existing predictors and identified three new predictors. Limitations and implications for research, policy, and practice are discussed.

Transition education should be grounded in quality research. To do so, educators need information on which practices are effective for teaching students with disabilities transition-related skills. The purpose of this systematic literature review was to identify evidence-based and research-based practices in secondary special education and transition for students with disabilities. This systematic review resulted in the identification of nine secondary transition evidence-based practices and 22 research-based practices across more than 45 different transition-related skills. The range of effects for each of the secondary transition evidence-based and research-based practices identified are also included. Limitations and implications for future research, policy, and practice are discussed.

Isabel Truesdell Kelly (1906–1982) was an indefatigable field worker, often in rigorous situations that would challenge even the most seasoned outdoors person with all of the modern gear of today. She worked in the western United States, many rugged areas of Mexico, and also in Central and South America, as well as Pakistan. Archaeology was her “ rst love,” although she did major ethnographic studies and made many contributions to applied anthropology. Theory was not her strong interest, but deep description was, in whatever she was pursuing. Her employment career was outside of academe, owing in part to the period in which she took her graduate training (late 1920s-early 1930s), as well as to circumstances that led her in her early years to spend most of her life in Mexico. But she remains a seminal gure in anthropology, as a pioneer in several geographic areas (including the Great Basin), and—in spite of what was then a non-traditional career path—as a role model for women.

Depending on which date is attributed to the birth of secondary transition, it can be considered anywhere from 27 to 57 years old. No matter which date is used, it has been a while since the field "took stock" of itself. Therefore, the purpose of this article is to (a) briefly summarize where the field of secondary transition has been; (b) briefly summarize where we think the field of secondary transition now stands in terms of student postschool outcomes and barriers to successful outcomes in rural communities; and (c) conclude with some thoughts on what is next, how we might get there, and what this means for secondary transition in rural areas.

This chapter examines the changes in supports and services from secondary to postsecondary for students with disabilities. It recommends ways organizations, practitioners, and students must coordinate and collaborate to affect the environment and increase student success in postsecondary education.

In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.