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All societies carry out sorting and classificatory actions, the way they view deviance changes over time for a variety of reasons that are sometimes unrelated to the behavior or its consequences (Moynihan, 1993). Also, some behaviors that were considered to be illnesses or crimes at one time have been redefined in ways that remove them from the medical, psychological, or legal professions' guidelines for interpreting them as deviant behaviors. Homosexuality is one example of such a reclassification (Bowker & Star, 1999).

Transition can be seen as the capstone of many if not most efforts of special educators on behalf of students with disabilities. Transition programs must build upon the foundation set by general and special education teachers to promote accomplishments that will support engagement in adult life. The assumption underlying transition policy is that classroom personnel are adequately trained and supported to promote such outcomes. We investigated that assumption through research on the perceptions of 17 graduate students or recent completers of an alternative certification program serving a large urban district in the northeast. Study participants were interviewed regarding the provision of special education services at their assigned schools, the manner in which they were utilized, the degree to which they felt prepared and supported to teach students with disabilities, and recommendations for improving special education services, teacher training, and support. All participants taught special education students in secondary settings and were assigned to different schools. Several themes were identified including stress due to professional demands, concerns with collaboration and the quality of special education services, and a need for additional special education training. Implications for transition are discussed.