Ayres, K. M., Tyson, K. M., White, E. N., et al. (2021). Improving Skills to Empower Community Access and Increase Independence. In: Adaptive Behaviour Strategies for Individuals with Intellectual and Developmental Disabilities: Evidence-Based Practices Across the Life Span. Springer International Publishing. pp. 137–162. https://doi.org/10.1007/978-3-030-66441-1_6
Bahdanovich Hanssen, N., & Hansén, S. E. (2018). Special education needs activities for children with language difficulties: A comparative study in Belarusian and Norwegian preschools. Education Inquiry, 9(2), 172–192. https://doi.org/10.1080/20004508.2017.1380486
Connaughton, H., & Cline, T. (2021). How far can social role valorisation theory help in transition planning for a school leaver with significant special needs? British Journal of Learning Disabilities, 49(1), 80–86. https://doi.org/10.1111/bld.12310
Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. https://doi.org/10.3390/educsci10090238
Hillmayr, D., Ziernwald, L., Reinhold, F., et al. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
Hudson, R. F., Davis, C. A., Blum, G., et al. (2016). A socio-cultural analysis of practitioner perspectives on implementation of evidence-based practice in special education. The Journal of Special Education, 50(1), 27–36. https://doi.org/10.1177/0022466915613592
Johnson, R. M. (2021). The state of research on undergraduate youth formerly in foster care: A systematic review of the literature. Journal of Diversity in Higher Education, 14(1), 147–160. https://doi.org/10.1037/dhe0000150
Kocaj, A., Kuhl, P., Jansen, M., et al. (2018). Educational placement and achievement motivation of students with special educational needs. Contemporary Educational Psychology, 55, 63–83. https://doi.org/10.1016/j.cedpsych.2018.09.004
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., et al. (2021). Systemic social and emotional learning: Promoting educational success for all preschool to high school students. American Psychologist, 76(7), 1128–1142. https://doi.org/10.1037/amp0000701
Majoko, T. (2019). Teacher key competencies for inclusive education: Tapping pragmatic realities of Zimbabwean special needs education teachers. Sage Open, 9(1), 215824401882345. https://doi.org/10.1177/2158244018823455
Mazzotti, V. L., Rowe, D. A., Kwiatek, S., et al. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793
Moriña, A. (2019). Inclusive education in higher education: challenges and opportunities. European Journal of Special Needs Education, 32, 3–17. https://doi.org/10.4324/9781351107570
Munna, A. S., & Kalam, M. A. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI), 4(1), 1–4. https://doi.org/10.33750/ijhi.v4i1.102
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European journal of special needs education, 35(2), 254–272. https://doi.org/10.1080/08856257.2019.1665232
Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31(1), 50–58. https://doi.org/10.1016/j.ijedudev.2010.06.009
Rizvi Jafree, S., & Burhan, S. K. (2020). Health challenges of mothers with special needs children in Pakistan and the importance of integrating health social workers. Social Work in Health Care, 59(6), 408–429. https://doi.org/10.1080/00981389.2020.1781738
Rowe, D. A., Mazzotti, V. L., Fowler, C. H., et al. (2021). Updating the secondary transition research base: Evidence-and research-based practices in functional skills. Career Development and Transition for Exceptional Individuals, 44(1), 28–46. https://doi.org/10.1177/2165143420958674
Scheef, A. R., Bruno, L., & Whittenburg, H. N. (2023). Supporting Positive Post-School Outcomes for Students with Disabilities in Rural Locations. Rural Special Education Quarterly, 43(1), 36–43. https://doi.org/10.1177/87568705231214809
Shogren, K. A., & Wittenburg, D. (2020). Improving outcomes of transition-age youth with disabilities: A life course perspective. Career Development and Transition for Exceptional Individuals, 43(1), 18–28. https://doi.org/10.1177/2165143419887853
Spencer-Brown, A. R. (2015). Parental expectations and perspectives as they relate to their children with special education needs (SEN) during the transition from early intervention/Preschool to kindergarten [PhD thesis]. Brandman University.
Steiner, R. S., Hirschi, A., & Wang, M. (2019). Predictors of protean career orientation and vocational training enrollment in the post-school transition. Journal of Vocational Behavior, 112, 216–228. https://doi.org/10.1016/j.jvb.2019.03.002
Weller-Newton, J. M., Murray, M., Phillips, C., et al. (2022). Transition to practice programs in nursing: A rapid review. The Journal of Continuing Education in Nursing, 53(10), 442–450. https://doi.org/10.3928/00220124-20220907-05
