This paper presents the Division on Career Development and Transition's position statement on preparing personnel in transition. The statement is organized into four sections: (a) the broader context for transition personnel preparation; (b) what should be taught: core content in personnel preparation; (c) recommendations for personnel preparation programs; and (d) implications for educational policy, practice, and future research.

The gap between special educators' knowledge and involvement in extending transition services affects the provision of services. Recommendations from this study support stronger personnel preparation to improve this situation.

The availability of professionals trained to design and deliver transition services is important to implementing the federal mandate for transition services. Yet, there is limited information available on the state of the nation with regard to personnel preparation in transition. To address this lack of information, a national survey of colleges and universities was conducted to determine (a) which transition-related competencies are considered to be most important and (b) how much instructional time is devoted to transition content. Responses received from a total of 573 institutions of higher education across the United States and Puerto Rico indicated that administrators and faculty appear to be attending to transition issues.

Knowledge, skills, and competencies in transition planning are essential components of preparation programs for special and general educators. This study investigated teacher preparation, implementation of transition services, and perceived gaps in transition service delivery. Candidates in five special education preparation programs completed presemester and postsemester surveys to determine (a) the transition-related knowledge, skills, and competencies that candidates believe they are taught, (b) the transition competency level candidates believe they have, (c) facilitators and barriers to implementing transition practices, and (d) attitudes and perceptions about transition services and the candidates' related preparation. Results indicated that few candidates received any instruction in transition services prior to taking dedicated transitionrelated coursework. Candidates were not confident about their knowledge and skills in assessment, accountability, postschool outcomes, and student-focused planning and assessment.

This article describes an empirical investigation of the process and outcomes associated with research-to-practice strategies in three schools during a three and a half-year project. The three interrelated phases of the process were (a) the establishment of an empirical foundation, (b) the design and implementation of school-based interventions, and (c) the evaluation of the effectiveness of the interventions. Findings from each phase are described. The benefits and limitations of research-to-practice strategies as a means to improve practices in local schools is discussed. The critical role of ongoing evaluation throughout the process of translating research into practice also is discussed.During the late 1980s, the Office of Special Education and Rehabilitative Services (OSERS) sponsored initiatives supporting system-wide efforts to increase the degree to which students with disabilities participate in decisions that affect their lives (Ward, 1996).

Society has witnessed significant improvements in the lives of students receiving transition services over the past 30 years. The field of transition has developed an array of evidence-based interventions and promising practices, however, secondary school reform efforts have often overlooked these approaches for youth without disabilities. If we are to see improvements in postsecondary outcomes for all youth, reform efforts must begin with active participation of both general and special educators and critical home, school, and community stakeholders. In the Division on Career Development for Exceptional Individuals’ position paper, we discuss the evolution of transition in light of reform efforts in secondary education. We review and identify secondary educational initiatives that embrace transition principles. Finally, recommendations are provided for advancing alignment of transition services with secondary education reforms.

The Research Committee of the Council for Exceptional Children's Division of Career Development and Transition (DCDT) conducted an exploratory study with professionals in the field in an attempt to identify the research issues most important to the field of transition and career development. Twenty-nine items were prioritized as to their importance as research considerations. Results from 201 respondents yielded research priorities in the following areas: teacher training for transition; facilitation of student self-determination and self-esteem; transition plans, goals and objectives, and linkage activities; functional assessment to support transition planning; inclusion of students with special needs in vocational education; and models of K-12 career development and transition planning. Based on these results, recommendations developed by the committee are elaborated and discussed.

Current mathematics instruction does not address the day-to-day needs of many students with learning disabilities. Although the vast majority of students with learning disabilities are not college bound, much of mathematics instruction provides college preparation. Too often, classes in mathematics ignore the skills needed in home and community and on the job. The present article examines the ways in which general mathematics instruction, focused on daily living skills, can easily be integrated into the classrooms of students with learning disabilities.