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Abstract
In response to legislative mandates that schools use evidence-based instructional practices, the National Secondary Transition Technical Assistance Center has identified evidence-based practices and predictors in the area of secondary transition for high school students with disabilities. This article provides an overview of practices and predictors, as well as providing examples of how school administrators can use the practices and predictors to help guide staff development and school policy.
Keywords high school, evidence-based, secondary transition
References
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