Supporting the Transition Needs of Secondary Students with Disabilities: Suggested Roles for School Psychologists

Abstract

Many school psychologists are hesitant to engage in transition planning. The author of this paper argues that these professionals can play a pivotal role in this process, given their unique set of skills. In an effort to encourage their greater involvement, career development issues are reviewed, and ways to incorporate transition activities into traditional assessment, consultation, and direct service roles are discussed.