Transition Planning in Practice: Perspectives of Transition Professionals in the Capital Area Region of Pennsylvania

Transition planning is intended to prepare students with disabilities for successful postsecondary outcomes; however, implementation often varies across schools and regions due to differences in resources, collaboration, and local practices. This study examined how transition professionals experience the implementation of transition planning practices for students with disabilities in the Capital Area Region of Pennsylvania. Guided by constructivist grounded theory, the study explored the perspectives of transition coordinators and consultants responsible for transition services within their educational settings. The primary research question examined how transition professionals experience the implementation of transition planning practices in their local contexts. Data were collected through semi-structured Zoom interviews with sixteen transition professionals who were members of the Capital Area Regional Transition (CART) Community of Practice. Data were analyzed using grounded theory procedures including line-by-line coding, focused coding, constant comparison, and memo writing. Findings revealed themes related to coordinating transition systems, the role of the Individualized Education Program in organizing services, tensions between student-centered planning and structural constraints, and challenges navigating family and agency partnerships. Results highlight the importance of strengthening professional supports, interagency collaboration, and regional infrastructure to improve transition outcomes for students with disabilities.