Policy and Practice Considerations to Support College and Career Readiness for Youth with Disabilities: A Systematic Mixed Studies Review

Published In

Journal of Disability Policy Studies

Document Type

Citation

Publication Date

11-16-2022

Abstract

Youth with disabilities must be college and career ready to be prepared for adult life. Policy efforts confirm this prioritization (Every Student Succeeds Act [ESSA], 2015; Individuals with Disabilities Education Improvement Act [IDEIA], 2004). Parallel to the emergence of college and career readiness (CCR), transition planning and service requirements have promoted successful transitions to postschool education, employment, and community living (IDEIA, 2004). However, not all high schools provide a range of CCR supports for these students. We conducted a systematic mixed studies review to investigate the prevalence of five domains of CCR identified in the literature. Findings revealed the five domains had a range of coverage across the literature with academic engagement and process-oriented skills comprising more citations and transition competencies least likely to be included. In addition, across the CCR literature, data for students with disabilities were rarely disaggregated, which confirms that we know even less about the effectiveness of the five domains for these students. Clear gaps were identified and suggests research often does not inform CCR policy and/or practice decisions.

Rights

© Hammill Institute on Disabilities 2022, Article Reuse Guidelines

DOI

10.1177/10442073221130528

Persistent Identifier

https://archives.pdx.edu/ds/psu/39318

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