Affiliation:
1. California State University, Long Beach, USA
Abstract
Over the past seven years, we have provided intensive training to cohorts of school psychology and special education graduate students. Through rigorous shared coursework, in-person and virtual learning, coordinated school-based fieldwork, and enhanced study (conference attendance, seminar participation, case study completions) scholars gained the skills to establish and sustain culturally responsive, evidence-based transition services for students with disabilities, including those high-intensity needs. This chapter describes the steps the co-authors took to enhance the training and service delivery of school psychologists and special education teachers to provide effective transition services.