The transition process from compulsory school to postsecondary education, vocational training or employment entails an extremely great challenge for adolescents with disabilities. Literature and data review reveals that transition partnerships or cooperation between the different actors involved in the transition process (adolescents with disabilities, parents or legal guardians, teachers, educational counsellors and other support providers) is a significant key factor in fostering successful transitions (Wehman 2013; Hetherington et al. 2010).

Surprisingly, research in cooperation failed to take the perspectives of pupils with disabilities, their parents into sufficient account for a long time. This was mainly because both groups were assigned to a passive role. This inadequate approach is now challenged by a form of cooperation that can be called “participative” and that places special emphasis on the equality between the involved actors (Turnbull et al. 2011). By including young people with disabilities in the decision-making process the participative approach provokes the development of the concept of cooperation and promises improvements in educational policy and thereby a move towards more social equality.

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