To determine teacher working knowledge of transition best practices, the Transition Programs and Services (T-PAS) survey was administered to 2,000 middle and high school teachers and 70 school district transition contacts. Three questions were asked: (a) What barriers exist that hinder the transition process? (b) What effective practices facilitate the transition process? and (c) What suggestions do you have for improvement of the transition process? Analysis of information from each of the questions resulted in the identification of the same categories, themes, and subthemes across documents. Results show a need to (a) investigate the role of preservice and inservice preparation of teachers, (b) identify structures that enhance a teacher's ability to facilitate transition processes, and (c) examine participation of students and other transition stakeholders in the activities crucial to transition planning.
Aday, L.A. (1996). Designing and conducting health surveys (pp. 168-174). Houston, TX: Jossey-Bass.
2.
Anderson, D., Kleinhammer-Trammell, P.J., Morningstar, M.E., Lehmann, J., Bassett, D., Kohler, P., et al. (2003). What's happening in personnel preparation in transition? A national survey. Career Development for Exceptional Individuals, 26, 145-160.
3.
Benz, M.R., Lindstrom, L.E., & Halpern, A.S. (1995). Mobilizing local communities to improve transition services. Career Development for Exceptional Individuals, 18, 21-32.
4.
Blalock, G. (1996). Community transition teams as the foundation for transition services for youth with learning disabilities. Journal of Learning Disabilities, 29, 148-159.
5.
Blalock, G., Kleinhammer-Trammell, P.J., Morningstar, M.E., & Wehmeyer, M. (2003a). Introduction to the special issue on personnel preparation in transition. Career Development for Exceptional Individuals, 26, 125-129.
6.
Blalock, G., Kleinhammer-Trammell, P. J., Morningstar, M. E., & Wehmeyer, M. (Eds.). (2003b). Personnel preparation in transition [Special issue]. Career Development for Exceptional Individuals, 26.
7.
Blalock, G., Kochhar-Bryant, C.A., Test, D.W., Kohler, P., White, W., Lehman, J., et al. (2003). The need for comprehensive personnel preparation in transition and career development: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 26, 207-226.
8.
Brolin, D.E. (1997). Life centered career education: A competency based approach (5th ed.). Reston, VA: Council for Exceptional Children.
9.
Collet-Klingenberg, L. (1998). The reality of best practices in transition: A case study. Exceptional Children, 65, 67-78.
10.
Council for Exceptional Children. (2000). CEC knowledge and skill base for all beginning special education transition specialists. Reston, VA: Author .
11.
Crane, K., & Skinner, B. (2003). Community resource mapping: A strategy for promoting successful transition for youth with disabilities. Retrieved March 24, 2004, from the National Center on Secondary Education and Transition Web site: http://www.ncset.org/publications
12.
deFur, S. (1999). Special education, transition, and school-based services. In S. H. deFur & J. R. Patton (Eds.), Transition and school-based services (pp. 15-50). Austin, TX: Pro-Ed.
13.
DeStefano, L., Hasazi, S., & Trach, J. (1997). Issues in the evaluation of a multi-site federal systems change initiative. Career Development for Exceptional Individuals, 20, 123-139.
14.
Eggen, P., & Kauchak, D. (2006). Strategies and models for teaching: Teaching content and thinking skills (5th ed.). Boston: Pearson.
15.
Greene, G., & Kochhar-Bryant, C. (2003). Pathways to successful transition for youth with disabilities. Columbus, OH: Merrill Prentice Hall.
16.
Guy, B., & Schriner, K. (1997). Systems in transition: Are we there yet?Career Development for Exceptional Individuals, 20, 141-164.
17.
Halpern, A. (1993). Quality of life as a conceptual framework for evaluating transition outcomes. Exceptional Children, 59, 486-498.
18.
Hart, D., Zimbrich, K., & Whelley, T. (2002). Challenges in coordinating and managing services and supports in secondary and postsecondary options. Retrieved March 24, 2004, from National Center on Secondary Education and Transition Web site: http://www.ncset.org/publications
19.
Highlen, P.S., & Finley, H.C. (1996). Doing qualitative analysis. In F. T. L. Leong & J. T. Austin (Eds.), The psychology research handbook (pp. 177-192). Thousand Oaks, CA: Sage.
20.
Individuals With Disabilities Education Act Amendments of 1997, P.L. 105-17, 20 U.S.C. §1400 et seq. (1997).
21.
Individuals With Disabilities Education Act of 1990, P.L. 101-476, §602a, 20 U.S.C., 1401 (1990).
22.
Individuals With Disabilities Education Improvement Act of 2004, H.R. 1350, 108th Cong. (2004).
23.
Johnson, D., & Halloran, W.H. (1997). The federal legislative context and goals of the state systems change initiative on transition for youth with disabilities. Career Development for Exceptional Individuals, 20, 109-121.
24.
Johnson, D., Stodden, R.A., Emanuel, E.J., Luecking, R., & Mack, M. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68, 519-531.
25.
Johnson, J., Zorn, D., Tam, B.K.Y., Lamontagne, M., & Johnson, S.A. (2003). Stakeholders' views of factors that impact successful inter-agency collaboration. Exceptional Children, 69, 195-209.
26.
Kleinhammer-Trammell, P., Geiger, W., & Morningstar, M. (2003). Policy contexts for transition personnel preparation: An analysis of transition-related credentials, standards, and course requirements in state certification and licensure policies. Career Development for Exceptional Individuals, 26, 185-206.
27.
Knott, L., & Asselin, S.B. (1999). Transition competencies: Perceptions of secondary special education teachers. Teacher Education and Special Education, 22, 55-65.
28.
Kohler, P. (1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107-121.
29.
Morningstar, M., & Clark, G. (2003). The status of personnel preparation for transition education and services: What is the critical content? How can it be offered?Career Development for Exceptional Individuals, 26, 227-237.
30.
Neuendorf, K. (2004). Content analysis guidebook. Thousand Oaks, CA: Sage.
31.
No Child Left Behind Act of 2001 (2002). Retrieved February 10, 2003, from http://www.ed.gov/legislation/ESEA02
32.
Olsen, L. (2004). Enveloping expectations. Education Week, 23, 8-21.
33.
Patton, J. (1999). Basic concepts of the transition process. In S. deFur & J. Patton (Eds.), Transition and school-based services (pp. 1-13). Austin, TX: Pro-Ed.
34.
Repetto, J.B., Lubbers, J.H., Andrews, W.D., Gritz, S., Garvan, C.W., & Wang, H. (2004). A statewide study: Teacher knowledge of transition programs and services. Unpublished manuscript, University of Florida, Gainseville.
35.
Repetto, J.B., Webb, K.W., Garvan, C.W., & Washington, T. (2002). Connecting student outcomes with transition practices in Florida. Career Development for Exceptional Individuals, 25, 123-139.
36.
Repetto, J., Webb, K., Neubert, D., & Curran, C. (2006). The middle school experience: Successful teaching and transition planning for diverse learners. Austin, TX : Pro-Ed.
37.
Rusch, F.R., Kohler, P.D., & Hughes, C. (1992). An analysis of OSERS-sponsored secondary special education and transitional services research. Career Development for Exceptional Individuals, 15, 121-143.
38.
Sitlington, P., & Clark, G. (2006). Transition education and services for students with disabilities. Boston: Pearson .
39.
TransCen, Inc. (2003, March). Transition issues in the state of Florida (draft). Paper presented at the meeting of the Partners in Transition Workgroup, Tallahassee, FL.
40.
Wellington, J. (2000). Educational research: Contemporary issues and practical approaches. New York: Continuum.
41.
Will, M. (1984). OSERS programming for the transition of youth with disabilities: Bridges from school to working life. Washington, DC: Office of Special Education and Rehabilitative Services, U.S. Department of Education.
