Exploring the Relationship between Transition and Educational Reform Initiatives

Abstract

This article explores the relationship between the school-to-career transition research findings and current school reform initiatives. We identified three compilations of secondary transition-related research (i.e., Kohler, 1993; Hughes, Hwang, Kim, Killian, Jarmer, & Alcantara, 1997; Phelps & Hanley-Maxwell, 1997) as sources documenting empirical trends within the field. To analyze the information these compilations provided, we grouped their results into four categories using a framework originally developed by Phelps and Wermuth (1992): (a) program administration, (b) curriculum and instruction, (c) support services, and (d) formalized articulation and communication categories. We compared this information to the reform policy and practices agenda to understand future challenges to the provision of transition services. We argue that secondary special educators should align their advocacy and research efforts within a "whole school reform" context as opposed to a "students with disabilities" context.