“…A review of this literature highlighted the following factors: inaccessible, unreliable adult service systems; lack of information or knowledge regarding options and supports; lack of student or family involvement in educational or transition plans; waiting lists for adult services; hastily and poorly coordinated transition planning; lack of work experiences during school; transition plans not addressing all aspects of adult life; loss of disability benefits due to working over a certain limit of hours (i.e., the "benefits" trap); and mismatch between parent desires and content of transition plan (Beresford, 2004;Chambers et al, 2004;Gallivan-Fenlon, 1994;Gosling & Cotterill, 2000;Hanley-Maxwell et al, 1995;Murphy & Conroy, 2007;Nuehring & Sitlington, 2003;Riddell, Baron, & Wilson, 2001;Ward et al, 2003). However, there is some evidence, albeit limited in its scope and quality, on factors identified by parents that they perceive as facilitating smoother transitions (Powers et al, 2007). These key factors include the availability of a range of services for families; adequate preparation for transition; and active parental involvement in transition planning, work experience placements, provision of adequate information about options, and coordinated, person-centered and flexible service provision (Heslop & Abbott, 2007;Ward et al, 2003;Wehman, 2006).…”