This article describes the results of four regional focus groups comprised of 28 Virginian parents of adolescents with disabilities. The purpose of this study was to gain a deeper understanding of (a) Virginian families' experiences in transition planning, (b) family relationships with school professionals in the transition planning process, and (c) implications for policy and practice that promote and enhance the full participation of all families in transition planning. Based on the dialogue with family members in these focus groups, we found that parents of adolescents with disabilities consistently identified the quality of the relationship they had with service providers as the key factor that affected the family's involvement in transition planning. Based on the insights gained from this study and the existing literature, we designed a model that illustrates the potential positive or negative cycle that occurs as families and professionals interact around transition planning. This model can serve to evaluate and develop effective practices for involving families in the transition planning process.

Transition services and interagency service coordination for youth with disabilities have increased significantly during the past 10 years. The development of these services has necessitated the creation of new human services professional roles. One emerging role is that of transition specialist. Competencies for this new role of transition specialist have not been validated. This study was conducted to identify and validate competencies for transition specialist practitioners. Practitioners across the United States from the fields of vocational special education, special education, and vocational rehabilitation identified competencies believed essential to providing effective transition services. “Knowledge of agencies and systems change” was the highest-rated competency.

Over the past decade, the state of Virginia has been at the forefront of education reform efforts to implement new standards coupled with high-stakes assessments. The Virginia accountability system creates standards for individual students, schools, and school districts. Students with disabilities have been fully included in the Virginia education reform efforts. Participation by students with disabilities in the high-stakes assessment program has been relatively active, and these students have shown small but encouraging improvements in the mastery of state standards. A survey of Virginia special education administrators revealed general support for the inclusion of students with disabilities in the standards movement, but the results also provide cautions regarding the unintended consequences for these students.