Evidence-Based for Whom? Indigenous Representation in Postsecondary Transition Research

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Division K - Section 03: Indigenous Teaching and Teacher Education Roundtable Session 2 (Table 11)

Abstract

The purpose of this study is to determine Indigenous students with disabilities'(ISWD) representation in postsecondary transition research. Though Indigenous students account for 1% of the public-school population in the US, they account for 19% of students receiving special education services under IDEA (2004). Despite this, ISWD are almost completely absent from research used to identify evidence-based practices or evidence-based predictors in postsecondary transition. An analysis of the literature on postsecondary transition showed that in reviews used to identify evidence-based practices and predictors of successful postsecondary outcomes, ISWD accounted for less than 1% of the samples used to identify the based practices and predictors endorsed by the National Technical Assistance Center on Transition (NTACT). Implications are forwarded.

Authors

• Courtney Tennell, Oklahoma State University

• Corey Peltier, University of Oklahoma

• Fanee R. Webster, Guthrie Public Schools