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Thi s qualitative study examines the perspectives of special education/resource teachers in Winnipeg on current transition services to prepare high school stu-dents with disabilities for adulthood. The d ata were collected by individual in-depth interviews with 6 teachers responsible for coordinating transition services. The m ain themes emerging from these interviews were the roles of schools and teachers; extended period of high school; student and family involvement; func-tional and comprehensive instruction; inclusive placements and experiences; and inter-personnel and interagency collaboration in the transition process in Mani-toba. Interviewees identifie d barriers to effe ctive transition services including li-mited supports and information for families, teachers, and government workers for transition services; lack of agreement concerning certain roles; delayed adult services; and lack of systematic approaches for student involvement and inclusive placement. ISSN 1918-5227 Pages 95- 111

Transition Services for High School Students with Disabilities:Perspectives of Special Education Teachers