Survey of Secondary Special Educators Regarding Transition From School to Adulthood

This study examined critical features of secondary special educator’s experiences with transition professional development to predict variables most likely to influence performance of transition planning and services.

Results included the extent to which secondary special educators are prepared to perform transition practices, the relationship between preparation and the frequency of performance, and specific variables predictive of higher levels of implementation.

The results confirm that training matters if special educators are to implement transition interventions and services.