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.
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Rowe, Dawn A.; Mazzotti, Valerie L.; Fowler, Catherine H.; Test, David W.; Mitchell, Vickie J.; Clark, Kelly A.; Holzberg, Debra; Owens, Tosha L.; Rusher, Dana; Seaman-Tullis, Rachel L.; Gushanas, Christina M.; Castle, Hannah; Chang, Wen H.; Voggt, Ashley; Kwiatek, Stephen; and Dean, Catie. 2021. Updating the Secondary Transition Research Base: Evidence- and Research-Based Practices in Functional Skills. Career Development and Transition for Exceptional Individuals. Vol.44(1). 28-46. https://doi.org/10.1177/2165143420958674 ISSN: 2165-1434