This study is about the transition planning of young people with special educational needs (SEN) from secondary mainstream and special schools to post-secondary opportunities. Leaving secondary school is the first task related to the transition to adulthood and it has been identified as a particularly complex task for pupils with SEN. A systematic literature review was undertaken to start to develop a ‘map of transition’, a framework of positive transition practice. Interviews with key professionals, parents and teachers and pupil case studies were used to generate qualitative data. It was used to analyse transition practice in the real world of schools and the involvement of families, pupils and external services. This study was particularly concerned with understanding any barriers or gaps of transition work. Pupil annual reviews, including those adopting a person-centred format were thematically analysed in terms of their ability to address transition planning and future options. Results suggest similarities and differences in transition planning practices between mainstream and special schools. In both settings there was appreciable reliance on the Connexions Service. For pupils with SEN in mainstream schools transition planning could be conceptualised as ‘invisible transition’. It was a not an explicit process, with experiences and access to services likely to be related to schools’ perception of need, option pathways and whether or not pupils had a Statement of SEN. In special schools, transition planning was conceptualised as ‘visible but blurred’. It centred on gaining external service involvement, with limited focus on transition-related education. In both mainstream and special schools there were difficulties with the compilation of distinct transition plans and their implementation. Tensions related to unclear roles and responsibilities, difficulties with access to external services and limited post-secondary opportunities were highlighted. This allowed revision and extension of the ‘map of transition’. The study leads to suggested improvements to service delivery for young people by schools and other stakeholders.

Transition plans and services can have positive benefits on post-school outcomes for students with intellectual disabilities (ID). School psychologists have much to contribute to the transition process, but previous studies have indicated they often have limited involvement in this domain. A national survey was conducted to assess school psychologists’ knowledge, attitudes, and behaviors in regards to transition services for students with ID. Respondents included 176 practicing school psychologists from 21 states. Based on Ajzen’s (1985) Theory of Planned Behavior (TPB), the survey used in the study focused on school psychologists’ transition-related knowledge, attitudes, and behaviors. To understand the role of school psychologists in transition services for students with ID, data collection and analyses addressed (a) the underlying factor structure of the transition survey; (b) the relationship between school psychologists’ frequency of involvement in transition services and their self-reported transition knowledge, attitudes towards transition activities, and background experiences; and (c) the relationship between school psychologists' perceived importance of transition tasks and their transition knowledge and background experiences. An exploratory factor analysis was conducted to verify the survey’s factor structure, and three factors supporting the TPB framework were identified: Knowledge, Attitude, and Behaviors. Scores for the instrument and subscales demonstrated acceptable reliability. A backward multiple regression was conducted with transition involvement as the criterion variable and respondents’ self-reported transition knowledge and attitudes, and background experiences as predictor variables. Attitude, knowledge, and previous experience with the ID population were found to be significant predictors of performance of transition tasks, accounting for 63.9% of the variance combined. A backward multiple regression also was conducted with attitudes toward transition as the criterion variable and respondents’ self-reported transition knowledge and background experiences as predictor variables. Knowledge was found to be the only significant predictor of respondents’ attitudes, accounting for 26.9% of the variance. Implications for practice and policy include increasing school psychologists’ specific knowledge of transition services and transition needs of students with ID, evaluating graduate programs and school districts’ openness towards school psychologists performing transition tasks, and advocating for special education reform to modify the roles and responsibilities of school psychologists.