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Remedial and Special Education
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Perceptions of Transition Barriers, Practices, and Solutions in Florida

Joyce H. Lubbers

Florida Department of Education

Jeanne B. Repetto

University of Florida, Gainesville, jrepetto{at}coe.ufl.edu

Susan P. McGorray

University of Florida, Gainesville

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.

Key Words: effective practices • transition • school reform • teacher preparation

This version was published on September 1, 2008

Remedial and Special Education, Vol. 29, No. 5, 280-292 (2008)
DOI: 10.1177/0741932507313016
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