The focus of this literature review will be to discuss a sample of effective instructional practices and strategies that special education practitioners can teach while still aligning with state-standards for high school students‟ successful entry and participation in a postsecondary education environment. Specific research-based learning models will be examined to emphasize the importance of these prerequisite skills for postsecondary academic demands. Some well-documented instructional approaches and curricula will be examined such as the self-regulated strategy development, Strategic Instruction Model, and Self-Determination curricula to help practitioners facilitate effective teaching practices for high school students entering the postsecondary environment. A sample of individual learning strategies and models will be presented that have been developed under the instructional approaches and curricula described in this review. Examples of research studies to support the instructional approaches, strategies, and curricula will be presented throughout to illustrate the effectiveness of these models. The paper will conclude by discussing the implications of effective instructional practices for a successful transition to a postsecondary setting through the review of models featured, the emphasis of goal attainment through scientifically–based practices, rights of the individual, and the importance of the teacher‟s role in order to facilitate successful post-adult outcome
"Effective Instructional Practices to Prepare Secondary Students for Transitioning into a Postsecondary Setting: A Literature Review,"
LC Journal of Special Education: Vol. 4, Article 2.
Available at: https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol4/iss1/2