David W Test
Biographic Data
| ID | 6607975 |
|---|---|
| NAME | David W Test |
| GIVEN NAMES | David W |
| FAMILY NAME | Test |
| SIGNATURE | TEST D W |
| AFFILIATIONS | University of North Carolina at Charlotte |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
A Summary of NCSER-Funded Projects in the Area of Transition Outcomes for Secondary Students With Disabilities
Special education practitioners are required to use instructional practices based on scientific research. Conducting high-quality research can be expensive and researchers often need federal funding to assist in documenting effective practices. The National Center for Special Education Research (NCSER) within the Institute of Education Sciences (IES) is a preferred source of funding for this type of special education research. The purpose of this…
Policy Implications of High School Reform on College and Career Readiness of Youth With Disabilities
High school redesign (HSR) efforts currently focus on helping schools prepare all students to be college and career ready. As these initiatives are provided within the context of high schools, students with Individualized Education Programs are impacted by any effort to reform high schools. As a result, policies designed to improve the college and a career readiness (CCR) of all students should simultaneously improve the CCR of students with disa…
Secondary Transition Evidence-Based Practices and Predictors
The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and refor…
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in …
Policy Implications of High School Reform on College and Career Readiness of Youth With Disabilities
High school redesign (HSR) efforts currently focus on helping schools prepare all students to be college and career ready. As these initiatives are provided within the context of high schools, students with Individualized Education Programs are impacted by any effort to reform high schools. As a result, policies designed to improve the college and a career readiness (CCR) of all students should simultaneously improve the CCR of students with disa…
Secondary Transition Evidence-Based Practices and Predictors
The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and refor…
Evidence-Based Secondary Transition Predictors for Improving Postschool Outcomes for Students With Disabilities
The purpose of this study was to conduct a systematic review of the secondary transition correlational literature to identify in-school predictors of improved postschool outcomes in the areas of education, employment, and/or independent living for students with disabilities. Based on results of this review, 16 evidence-based, in-school predictors of postschool outcomes were identified. Of the 16 predictors, 4 (25%) predicted improved outcomes in …
Secondary Transition Evidence-Based Practices and Predictors
The No Child Left Behind Act (2001) and Individuals With Disabilities Education Act (IDEA, 2004) had implications for teachers and students at all levels (i.e., elementary, middle, high school). Specifically, IDEA had implications for secondary students with disabilities because it required students with disabilities exit high school prepared for postschool education, employment, and independent living. When considering federal mandates and refor…
Policy Implications of High School Reform on College and Career Readiness of Youth With Disabilities
High school redesign (HSR) efforts currently focus on helping schools prepare all students to be college and career ready. As these initiatives are provided within the context of high schools, students with Individualized Education Programs are impacted by any effort to reform high schools. As a result, policies designed to improve the college and a career readiness (CCR) of all students should simultaneously improve the CCR of students with disa…
A Summary of NCSER-Funded Projects in the Area of Transition Outcomes for Secondary Students With Disabilities
Special education practitioners are required to use instructional practices based on scientific research. Conducting high-quality research can be expensive and researchers often need federal funding to assist in documenting effective practices. The National Center for Special Education Research (NCSER) within the Institute of Education Sciences (IES) is a preferred source of funding for this type of special education research. The purpose of this…
Disability Education and Employment (4 works) · Medicine (4 works) · Pedagogy (4 works) · Psychology (4 works) · Medical education (3 works) · Political science (3 works) · Special education (3 works) · Assistive Technology in Communication and Mobility (2 works) · Education Systems and Policy (2 works) · Family and Disability Support Research (2 works)