Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments…

Educational research has found few benefits of preprimary school nonpromotion; nevertheless, in many countries the practice remains quite common. The aim of this study is to extend knowledge regarding preprimary nonpromotion via investigation of a wide set of child and family characteristics deemed predictive and discriminative of different…

This study of 422 students with disabilities and 107 without examined the extent to which the instructional components and skill outcomes associated with school-to-work programs predict better postschool outcomes for students. Findings provide general support for the school-based and work-based instructional components. Implications for practice…

Two studies involving adolescents with disabilities examined secondary and transition practices. Findings indicate that career-related work experience and completion of student-identified transition goals were highly associated with improved graduation and employment outcomes. Individualization of services around student goals and personalized…