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Content in the following articles provide guidance regarding the selection and implementation of evidence-based practices and promising interventions for DO-IT projects.

Atkins, B. J. (1988). An asset-oriented approach to cross-cultural issues: Blacks in rehabilitation. Journal of Applied Rehabilitation Counseling, 19(4), 45-49.

Burgstahler, S. (2005). The role of technology in preparing for college and careers. In E. E. Getzel & P. Wehman (Eds.), Going to College: Expanding Opportunities for People with Disabilities (pp. 179-198). Baltimore, MD: Brookes.

Burgstahler, S., & Chang, C. (2008). Gender differences in perceived value of components of a program to promote academic and career success for students with disabilities. Journal of Science Education for Students with Disabilities, 12(1).

Cobb, B., & Alwell, M. (2007). Transition planning/coordinating interventions for youth with disabilities: A systematic review. National Secondary Transition Technical Assistance Center.

Cobb, B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. (2008). Self-determination for students with disabilities: A narrative meta-synthesis. National Secondary Transition Technical Assistance Center.

Duerstock, B. S., & Shingledecker, C. A. (Eds.) (2014). From college to careers: fostering inclusion of persons with disabilities in STEM. Washington, DC: American Association for the Advancement of Science. 

Grigal M., Madaus, J., Dukes, L., & Hart, D. (2018). Navigating the transition from high school to college for students with disabilities. New York: Taylor & Francis Group.

Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development of Exceptional Individuals, 17, 159-169.

Field, S., & Hoffman, A. (1996). Increasing the abilities of educators to support youth self-determination. In L. E. Powers, G. H. S. Singer, & J. Sowers (Eds.), On the road to autonomy: promoting self-competence in children and youth with disabilities. (pp. 171-187). Baltimore: Paul H. Brooks.

Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). Self-determination for persons with disabilities: A position statement of the division on career development and transition. Career Development for Exceptional Individuals, 21(2), 113–128.

Field, S., Martin, J., Miller, R., Ward, M., & Weymeyer, M. (1999). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.

Getzel, E. E., McManus, S., & Briel, L. W. (2004). An effective model for college students with learning disabilities and attention deficit hyperactivity disorders. National Center for Secondary Transition Research to Practice Brief, 3(1).

Gil-Kashiwabara, E., Hogansen, J. M., Geenan, S., Powers, K., & Powers, L. E. (2007). Improving transition outcomes for marginalized youth. Career Development for Exceptional Individuals, 30(2), 80-91.

Hadley, A. M, Mbwana, K., & Hair, E. C. (2010). What works for older youth during the transition to adulthood: Lessons from experimental evaluations of programs and interventions. Fact Sheet (publication #2010-05). Washington DC: Child Trends.

Isakson, C., & Burgstahler, S. (2008). College preparation and participation: Reports from individuals who have speech and mobility disabilities. Review of Disability Studies: An International Journal, 4(3), 18-32.

Jackson, D. L., Starobin, S. S., & Laanan, F. S. (2013). The shared experiences: Facilitating successful transfer of women and underrepresented minorities in STEM fields. New Directions for Higher Education, (162), 69-76.

Jolly, E. J., Capbell, P. B., Perlman, L. Engagement, capacity and continuity: An overview of a trilogy for student success. Groton, MA; St. Paul, MN: Campbell-Kibler Associates, Inc.; Science Museum of Minnesota.

Lamb, P., Brown, M., Hodges, B., & Foy, D. (2005). Building bridges toward science careers for youth with disabilities. NCSET Research to Practice Brief, 3(2).

Leake, D., Burgstahler, S., Rickerson, N., Applequist, K., Izzo, M., Arai, M., & Picklesimer, T. (2006). Literature synthesis of key issues in supporting culturally and linguistically diverse students with disabilities to succeed in postsecondary education. Journal of Postsecondary Education and Disability, 18(2), 149-165.

Oslund, C. (2013). Succeeding as a student in the STEM fields with an invisible disability : A college handbook for science, technology, engineering, and math students with autism, ADD, affective disorders, or learning difficulties and their families. London; Philadelphia: Jessica Kingsley.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Stewart, D., Freeman, M., Law, M., Healy, H., Burke-Gaffney, J., Forhan, M., Young, N., & Guenther, S. (2009). . Ontario, CA: Canchild Centre for Childhood Disability Research.

Test, D. W., Karvonen, M., Wood, W. M., Browder, D., & Algozzine, B. (2000). Choosing a self-determination curriculum. Teaching Exceptional Children, 33,(2), 48-54.

Test, D. W., Mazzotti , V. L, Mustian, A. L., Fowler, C. H., Kortering, ;L., Kohler, P. (2009). . Career Development for Exceptional Individuals, 32(3).

Valentine, J. C., Hirschy, A. S., Bremer, C. D., Novillo, W., Castellano, M., & Banister, A. (2009). Systematic reviews of research: Postsecondary transitions identifying effective models and practices. Louisville, KY: National Research Center for Career and Technical Education.