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 |