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A systematic review in Review of Educational Research uses meta-analysis to consider in-school predictors of post-school success for pupils with disabilities. The examined predictors of success include various aspects of education, employment, and independent living.
The study gathered data on 16,957 individuals from 35 sources published between 1984 and 2010. Analysis revealed a small but significant overall association between the in-school predictors and post-school outcomes.
The authors reported that their findings “showed positive relationships between predictors and outcomes in almost all cases” and that although the effects were small, they were meaningful and robust.
More specifically, the authors highlighted that their analysis showed positive effects for widely studied areas (such as vocational education, inclusive classrooms, and paid work) and understudied areas (such as Student-focused Planning and Parent Involvement, and interagency collaboration).
The paper includes discussion of implications for practice and suggested directions for future research.
Source: What works, when, for whom, and with whom: a meta-analytic review of predictors of postsecondary success for students with disabilities (2015), Review of Educational Research