Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives

By M. Benz, L. Lindstrom, P. Yovanoff. 2000

445 citations recorded by the source corpus.

Subfields: Demography, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c7d6fce48ccfecfa63ebbc7c8b44bbcc646b0ac2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Demography

1. L. Landmark
2. Audrey A. Trainor
3. Paula D. Kohler
4. E. Carter
5. Song Ju
6. Dalun Zhang

In Education

1. E. Carter
2. D. Test
3. J. Kurth
4. L. Landmark
5. Audrey A. Trainor
6. Mary E. Morningstar
7. Paula D. Kohler
8. Laura A. Owens

In Safety Research

1. D. Test
2. E. Carter
3. Audrey A. Trainor
4. V. Mazzotti
5. Catherine H. Fowler
6. Mary E. Morningstar
7. J. Kurth
8. L. Landmark

Citations in the corpus

• Substantiated Best Practices in Transition: Fifteen Plus Years Later (2010, background): “Benz, Yovanoff, and Doren (1997); Benz, Lindstrom, and Yovanoff (2000); Fabian (2007); and McDonnall and Crudden (2009) all determined that having multiple work experiences during high school was related to future employment.”
• Transition-Focused Education (2003, unknown): “Thus, across transition studies, research has illustrated that individual supports and approaches, embedded within transition-focused educational programs, facilitate effective student transitions (e.g., Benz et al., 1997, 2000; Collet-Klingenberg, 1998).”
• Using Cultural and Social Capital to Improve Postsecondary Outcomes and Expand Transition Models for Youth With Disabilities (2008, background): “Results from extant studies emphasize the importance of accessing vocational experiences (Benz et al., 2000; Benz et al., 1997).”
• The Persistence of Highly Restrictive Special Education Placements for Students With Low-Incidence Disabilities (2014, background): “Research has further demonstrated that students with low-incidence disabilities learn communication (Foreman, Arthur-Kelly, Pascoe, & King, 2004), social (Carter & Hughes, 2005; Fisher & Meyer, 2002), and employment skills when fully involved in general education settings (Benz et al., 2000).”
• Alternative Education: A Brief History and Research Synthesis. (2002, background): “…(Butler-Nalin & Padilla, 1989, Marder, 1992); • counseling or therapy provided (Fuller & Sabatino, 1996; Marder, 1992); • relationship with trusted adult (Benz et al., 2000); and • meaningful educational and transition goals linked to future education or work transition (Benz et al., 2000;…”
• Availability of and Access to Career Development Activities for Transition-Age Youth With Disabilities (2010, background): “Additional research is needed that more directly links effective school programs and experiences to specific outcomes for youth with specific support needs (cf., Benz et al., 2000; Corbett et al., 2002).”
• A Collaborative Followup Study on Transition Service Utilization and Post-school Outcomes (2003, background): “These variables included gender, ethnicity, and disability (Benz et al., 2000; Blackorby & Wagner, 1996; Rabren et al., 2002).”
• The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning (2010, background): “This disparity significantly affects postsecondary outcomes for students with disabilities (Benz et al., 2000; deFur et al., 2001; Geenen et al., 2001; Kohler & Field, 2003; Neece et al., 2009), leading to under-education and under-employment in comparison to their typically developing peers (Getzel”
• Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities (2012, unknown): “Although this relation has been widely documented for youth with high-incidence disabilities (e.g., Baer et al., 2003; Benz et al., 2000; Rabren, Dunn, & Chambers, 2002; Shandra & Hogan, 2008), our analyses suggest that such adolescent vocational experiences hold comparable importance for youth…”