Are There Predictors of Success for Students With Disabilities Pursuing Postsecondary Education?

被引：18
作者：
Madaus, Joseph W. [1 ]
Gelbar, Nicholas [1 ]
Dukes, Lyman L., III [2 ]
Taconet, Ashley [1 ]
Faggella-Luby, Michael [3 ]
机构：
[1] Univ Connecticut, Storrs, CT USA
[2] Univ S Florida, St Petersburg, FL USA
[3] Texas Christian Univ, Ft Worth, TX 76129 USA
来源：
CAREER DEVELOPMENT AND TRANSITION FOR EXCEPTIONAL INDIVIDUALS | 2021年 / 44卷 / 04期
关键词：
students with disabilities; postsecondary education; evidence based practices; outcomes; COLLEGE-STUDENTS; ACADEMIC-PERFORMANCE; UNIVERSITY-STUDENTS; SELF-DETERMINATION; PERSISTENCE; OUTCOMES; COMPLETION;
D O I：
10.1177/2165143420976526
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
Students with disabilities are entering college in increasing numbers. Despite the increase, college persistence and completion remains a troublesome hurdle. Evidence-based practices and predictors have been identified for secondary-level students with disabilities; however, a parallel classification does not exist for postsecondary education. The purpose of this systematic review was to determine whether there are evidence-based predictors of college success with regard to retention, academic achievement, and graduation. Results indicated that although there are an insufficient number of studies to validate a core set of evidence-based practices at this time, there are a series of student-related practices that positively predict grade point average, retention, and graduation that warrant future investigation.
引用
收藏
页码：191 / 202
页数：12
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