NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ869867
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1918-5227
Transition Services for High School Students with Disabilities: Perspectives of Special Education Teachers
Park, Youn-Young
Exceptionality Education International, v18 n3 p95-111 2008
This qualitative study examines the perspectives of special education/resource teachers in Winnipeg on current transition services to prepare high school students with disabilities for adulthood. The data were collected by individual in-depth interviews with 6 teachers responsible for coordinating transition services. The main themes emerging from these interviews were the roles of schools and teachers; extended period of high school; student and family involvement; functional and comprehensive instruction; inclusive placements and experiences; and inter-personnel and interagency collaboration in the transition process in Manitoba. Interviewees identified barriers to effective transition services including limited supports and information for families, teachers, and government workers for transition services; lack of agreement concerning certain roles; delayed adult services; and lack of systematic approaches for student involvement and inclusive placement. (Contains 1 table.)
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Canada (Winnipeg)