School-to-Work Components That Predict Postschool Success for Students with and without Disabilities
- 1 January 1997
- journal article
- research article
- Published by SAGE Publications in Exceptional Children
- Vol. 63 (2), 151-165
- https://doi.org/10.1177/001440299706300201
Abstract
This article examines recent efforts to improve the school-to-work transition process for all students. This study examined the extent to which the instructional components and skill outcomes associated with school-to-work programs actually predict better postschool outcomes for students with and without disabilities. Findings provide general support for the school-based and work-based instructional components envisioned as part of a comprehensive school-to-work program—-particularly an emphasis on academic skills, work experience while in school, and continuing support for 1 year postschool. Recommendations emphasize building school-to-work programs for all students in a manner that serves each student equally well.This publication has 14 references indexed in Scilit:
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