Effective transition programming is a crucial component in ensuring that individuals with disabilities receive an appropriate education. The current study addressed transition practices as viewed by special education lead teachers and district-level transition personnel in South Carolina. These individuals reported their various responsibilities. They also reported that teacher, parent, and student participation in transition planning meetings ranged from 82% to 89% and that the majority of schools offered school-based work experiences as well as an array of other school-based functional learning opportunities. Transition personnel rated their district's transition services better than the lead teachers did. The study also found that schools addressed certain areas of the transition process better than others. Several areas of transition services were not adequately addressed and need to be strengthened, including supported employment, advocacy and legal services, medical services management, community residential life, and approaches to providing life skills and functional skills instruction in relationship to state standards.
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