Though transition coordinators are critical in improving post-high school outcomes for students with disabilities, little is known about their roles and many schools are falling short of their transition responsibilities.
Ambiguity Equals Frustration
There is much ambiguity around transition counselors’ roles within institutions, which leads to stakeholders being prone to frustration towards an inefficient system. Seven district-level transition coordinators working in public schools in Massachusetts were surveyed. They were asked to conceptualize their role and reflect upon the factors that shape their effectiveness. The responsibilities of transition coordinators varied, with some having much overlap between counseling and administrative roles. The commitment of key stakeholders–such as special educators, guidance counselors, and importantly, administrators–can be vital in helping improve outcomes of transition planning.
Clear Roles May Improve Student Outcomes
Clarity in roles and responsibilities among transition coordinators, alongside continuous support and communication with key stakeholders, may be beneficial in improving post-high school outcomes for students with disabilities. Further research and discussion must be facilitated to reach a consensus about such roles among transition coordinators.
Notable Quotes:
“A consistent mantra among transition coordinators was that secondary transition is a collaborative effort that involves everyone.”
“As one participant explained, ‘The philosophy of transition comes from everyone. It comes from general ed teachers. It comes from special ed teachers, guidance counselors, your coach, whoever. Like everyone has a role in transition.’”
Summarized Article:
Lillis, J. L., & Kutcher, E. L. (2021). Defining Themselves: Transition Coordinators’ Conceptions of Their Roles in Schools. Career Development and Transition for Exceptional Individuals, 21651434211010687.
