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Lombardi, PhD 1, Graham Rifenbark, PhD 1,  \nEmily Tarconish, MS 1, Daniel Volk, MA 1, Jessica Monahan, MA 1, Andrew Buck, MA2, Margo Izzo, PhD2, and Alexa Murray, MA2  \nCareer Development and Transition for Exceptional Individuals  \n2020, Vol. 43(3) 146–156  \n© Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2165143419900952](DOI: 10.1177/2165143419900952)[ ](DOI: 10.1177/2165143419900952)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nIn this study, students with and without disabilities (n = 816) in general and special education settings in Grades 9 through 12 were participants in a quasi-experimental design to examine the main effects of an online curriculum intervention with transition-related content on career readiness. Setting and teacher characteristics were examined for moderating effects. Results showed a main effect across settings (general and special education, self-contained, resource rooms) as well as differentiating effects based on teacher fidelity and the number of lessons taught. Implications are discussed with regard to the need for further examination of these contextual factors in high schools so all students, with and without disabilities, are provided career readiness opportunities.  \nKeywords  \ncareer readiness, vocational education, high-incidence disabilities, high school, digital learning, blended learning, secondary intervention  \nIn the 21st century, many jobs depend on the ability to communicate and solve problems using technology (Coiro, 2012; Izzo et al., 2010; Lombardi, Izzo, Gelbar, et al., 2017) . Most information–economy jobs require that workers have information technology (IT) literacy skills to extract information from online texts, which is a major reason why college and career readiness standards include expectations for IT literacy (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). Adolescents who do not acquire these skills often earn low wages and receive few opportunities for career advancement (Conceição, 2016) . Those with disabilities, in particular, remain at high risk of these outcomesand many end up with low-wage jobs with little evidence they will be able to transition to higher earning careers (The National Collaborative on Workforce and Disability for Youth, 2014; Sanford et al., 2011) .  \nAccording to the Individuals with Disabilities Education Improvement Act (IDEA, 2004), high school students with disabilities must have transition services that address preparation for adult life specified in their Individualized Education Programs (IEPs) that may be carried out in a variety of general and special education classrooms as well as outside of the classroom. Blended or digital learning may offer new and practical options for students with disabilities to receive transition-related content in the classroom. As such, in the current study, we examined the main and moderating effects of an online curriculum  \nintervention on the career readiness of high school students with and without disabilities. The intervention was focused on the delivery of transition-related content via blended learning opportunities.  \nCareer Readiness  \nCareer readiness, often combined with college and career readiness, continues to persist as a policy priority for all students, with and without disabilities. Even so, career readiness remains loosely defined. In this study, we used current law and policy to guide our understanding of career readiness. Specifically, three laws shape the discussion of career readiness: (a) the IDEA (2004), (b) the Every Student Succeeds Act (ESSA, 2015), and (c) the Strengthening Career and Technical Education for the 21st Century Act (commonly referred to as Perkins V, 2018) .  \nTransitio","cbCaimFSsJv8an5V","https://ap.wps.com/l/cbCaimFSsJv8an5V","pdf",525292,11,"English","# Abstract\n## Study design and participants\n## Intervention and outcomes\n## Moderating factors\n## Implications\n# Background and policy framework\n## IT literacy and employment outcomes\n## IDEA transition services\n## ESSA and digital/blended learning","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine the main effects and moderating effects of an online transition curriculum intervention on students’ career readiness in Grades 9–12.\"},{\"question\":\"Who participated in the research?\",\"answer\":\"Students with and without disabilities (n = 816) across general and special education settings in Grades 9 through 12.\"},{\"question\":\"What factors moderated the curriculum’s impact?\",\"answer\":\"Teacher fidelity and the number of lessons taught helped differentiate the intervention’s effects across contexts.\"}]","Main and Moderating Effects of an Online Transition Curriculum on Career Readiness | PDF",1792086455,28]