Background: Different roles and responsibilities are required of school professionals to facilitate students' successful transition from school to post-school lives. Special educators' involvement in transition services is essential for better post-school outcomes for students with disability.
Method: The Transition Involvement Survey with five domains was developed for the study and a total of 343 secondary special educators in the United States participated. MANOVA and post hoc discriminant analysis were used to examine group differences across the five domains.
Results: Special educators rated highly in their involvement in transition planning but less so in other domains. Receiving in-service training was significantly related to educators' transition involvement but receiving pre-service training was found to be only partly related.
Conclusion: The gap between special educators' knowledge and involvement in extending transition services affects the provision of services. Recommendations from this study support stronger personnel preparation to improve this situation.