Abstract

 

In many parts of the world educators and guidance professionals are striving to support students with and without special needs in their transition from schools to higher education and work settings. The papers in this issue help to advance our understanding of practices in supporting these students in transition by providing international perspectives. In this introductory paper we refer to the contributions from the U.S., Singapore and Hong Kong.

 

 

 

Keywords: higher education, Hong Kong, Singapore, transitions, U.S.