Abstract
The need for effective transition practices, in the form of planning, direct service, and linkages to post-school settings, is well documented in special education literature. This study examined transition-related practices in use in one school and their effects on student experiences. Data were collected via qualitative methodology in a secondary program for students with learning disabilities. Findings showed the utilization of some literature-identified best practices. Participants indicated that vocation-related activities (e.g., work experience) were well received Instruction in self-determination skills was observed to be an integral, yet undocumented part of the program. Results also suggested that specific planning activities (i.e., transition teams) were responsible for much of the program's success.
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