Transition from School to Work: Views of Secondary Special Educators

Abstract

We surveyed 104 secondary special educators in six states to determine their views on planning the transition of students from school to work. The educators responded to a mailed questionnaire to ascertain (a) what activities they considered important in transition planning; (b) what age they started planning for a student's transition; (c) what skills, behaviors, and services they assessed; (d) who participated on a transition team and who was primarily responsible for coordinating the transition; and (e) what goals they commonly identified in a transition plan. Results showed that respondents considered teaching social and job skills, involving parents, and matching skills to jobs as the most important activities. Differences between the importance of activities to students with mild versus severe disabilities are discussed. Most respondents reported that their programs started planning a student's transition at or before age 16. Numerous assessment and goal areas were reported. The teacher was most frequently identified as the person responsible for transition planning, although several other professionals commonly participated on the transition team. Results are discussed in terms of improving transition planning for students with disabilities.

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