Article Details

Research Database: Article Details

Citation:  Elizabeth Evans Getzel (2014). Fostering Self-Determination in Higher Education: Identifying Evidence-Based Practices. Journal of Postsecondary Education and Disability, 27 (4), 381-386.
Title:  Fostering Self-Determination in Higher Education: Identifying Evidence-Based Practices
Authors:  Elizabeth Evans Getzel
Year:  2014
Journal/Publication:  Journal of Postsecondary Education and Disability
Publisher:  Association on Higher Education And Disability
Full text:  https://centerontransition.org/publications/download.cfm?id=12   
Peer-reviewed?  Yes
NIDILRR-funded?  Yes

Structured abstract:

Background:  Research on the transition of students with disabilities and their post-school outcomes continues to move the field of special education in the direction of evidence-based practices. As special education professionals work to better recognize the impact of instructional and environmental characteristics to prepare youth for their transition, so must postsecondary education professionals. There is a need for a unified research agenda in the field of higher education and disability to conduct rigorous studies on evidence-based practices in the college environment that support self-determination and to identify evidence-based predicators that correlate with improved outcomes in retention, graduation, and further education or employment.

Disabilities served:  Multiple disabilities
Populations served:  School-age
Interventions:  Self-determination / self-advocacy