The chapters in this volume have addressed transitions in a diverse range of contexts – and there are of course others that would have been equally appropriate to explore. Beresford (2004), for example, completed a research review for the Children's National Service Framework on young disabled people and transition. She considered both the transition from childhood to adulthood and from children's services to adult services, concluding that ‘the process of transition from children's services to adult services, and from childhood to adulthood is more complex, extremely problematic and, in many cases, highly unsatisfactory’ (Beresford, 2004, p 582). She painted a picture of young disabled people experiencing leaving school as a time of loneliness, with minimal contact with peers and few opportunities to enjoy positive activities or develop future skills. At the time of transition there is a reduction in services such as therapies, hospital treatments and other medical care, despite ongoing health problems. There is a lack of information on future options and opportunities and insufficient specialist staff. At the same time, there is a lack of involvement of the young person and their family in plannng for transition, with low expectations and limited aspirations. There is some evidence of what can make a difference: specialist services and skilled staff, multidisciplinary and multiagency working, an adequate system for communication, the use of peer mentors, and support for parents in adjusting to the changed relationship with their son or daughter. Fundamental needs to be the recognition that the transition is not from one service to another but to a new life stage. Moreover, chronological age associated with service delivery may have little relationship to individual needs.

Beresford's review is symptomatic of much of the work around transition. In line with many of the situations outlined in earlier chapters, more is written about the challenges and inadequacies around transition than about successful strategies and achievements. In particular, there is less evidence on effective interventions and a lack of studies on long-term outcomes as individuals move into adulthood. This links of course to a much greater awareness in recent years of the need to prioritise the outcomes for any individual of the support they may receive.