Continuing issues of collaborative transition planning in the secondary schools

Abstract

Secondary schools, by law and practice, are given primary responsibility for establishing collaborative efforts to plan and implement transition services. While design, implementation, and evaluation of transition services have evolved over a decade, this article discusses several critical issues for which continuing efforts are needed. These issues include the design of an appropriately balanced curriculum, provision of self-determination instruction, involvement of family members, and collaboration within active interagency teams.