In the local state special education transition aged postoutcome survey measurements, high school students with disabilities (HS-SWDs) continue to demonstrate problems with unemployment, independent living, and postsecondary education as they transition to adult life. HS-SWDs receive instruction from transition planning teams (TPTs) to address educational attendance, independent living, agency collaboration, and employment skills. When these knowledge and skills are not acquired, HS-SWDs cannot gain employment or attend postsecondary institutions. The purpose of this qualitative, bounded case study was to explore the TPT members' perspectives of the transition planning process. Kohler's transition taxonomy guided this study. The research questions were used to identify TPT members' perspectives of the transition planning process. A purposeful sample of 3 special education teachers, 2 general education teachers, 3 district administrators, 3 agency representatives, 2 graduated HS-SWDs, and 3 parents volunteered and participated in semistructured interviews. An inductive approach was used to analyze the interview and data were coded using open and thematic coding strategies. Participants identified challenges in student-centered planning related to family involvement, student development, support and resources, and TPT team collaboration. Based upon the findings, an electronic meeting preplanning tool was created to increase team member participation and input in the transition planning process. These endeavors may lead to positive social change when TPT members increase participation in student-centered meetings to provide quality transition planning that results in HS-SWDs' success in attaining employment or postsecondary education as well as adult independence.

This article describes the Division of Career Development and Transition’s (DCDT) position regarding Career Technical Education (CTE) and provides recommendations regarding more intense collaboration to improve access to and persistence in CTE for students with disabilities. Professional groups, such as the DCDT and the Association for Career and Technical Education, as well as policy makers, should strengthen collaboration in this area. This position paper: (a) explores CTE’s effectiveness as a secondary special education and transition service; (b) summarizes relevant federal legislation; and (c) presents key recommendations for policy, practice, personnel preparation and professional development, and research. Policy and practice recommendations emphasize access and equity, personnel preparation and professional development recommendations promote an understanding of related legislation and instructional practices, and research recommendations emphasize collaborative high-quality research.

Instruction in academic core content provides students with moderate to severe disabilities a full educational opportunity that promotes current and future options in the community and can complement acquisition of daily living skills. However, high school teachers face many challenges in balancing instructional priorities given the mission to ensure all students are college and career ready. This article describes methods for designing instruction that is relevant, meaningful, and addresses multiple priorities during academic core content instruction for high school students with moderate to severe disabilities.