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Fostering self-determination in higher education: Identifying evidence-based practices

by Getzel, E.E.

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Getzel, L. (2014). Fostering self-determination in higher education: Identifying evidence-based practices. Journal of Postsecondary Education and Disability, 27(4), 381-386.

 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. 

Link to the Journal article