About the Journal

Focus & Scope 

The primary audience for Transition in Practice is educators/practitioners in the field of special education who promote transition outcomes for students. This includes special educators, special education directors, related service providers, and administrators. The journal is devoted to increasing readers' general transition knowledge base, promoting evidence-based and ethically-informed practices, and improving services for transition-aged youth receiving transition services.

Purpose

Transition in Practice serves as an avenue for educators/practitioners to access research-based information and strategies to promote successful transitions for students with disabilities. This journal will house free, peer-reviewed articles to support educators in providing transition instruction, services, and supports.

Transition in Practice provides educators/practitioners in the field of transition and secondary special education with contemporary and accessible research-based information as they provide transition-related instruction, services, and supports to students with disabilities. Led by top academics in the field, the research agenda for this open access, peer-reviewed journal is school-based instruction.

Transition in Practice uses the IDEA definition for transition services that is:

focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. (IDEA, 2004)

Open Access Statement

Transition in Practice is an open-access, peer-reviewed journal that features research-to-practice information and materials for special educators/practitioners in transition and secondary education settings. Published bi-annually, Transition in Practice brings its readers the latest on research-based instructional strategies, technologies, procedures, and techniques to prepare special education teachers and students.

Transition in Practice provides open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All content is available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful, non-commercial purpose, without asking prior permission from the publisher or the author, citing publication of this journal when applicable. This is in accordance with the BOAI definition of open access. 

Transition in Practice is published with the support of the Zarrow Institute on Transition & Self-Determination and the Division on Career Development and Transition.