This guide to the transition of special education students to less restrictive environments or from school to work stresses the importance of planning and communication during the entire process, from initial plans through implementation and follow-up. Section 1 consists of a "Transition Process Checklist" to aid in the organization and follow through of transition activities. Section II consists of answers to commonly asked questions about each of the following steps in the transition process: Individualized Education Program (IEP) design; placement; change in living arrangements; assessment; timing; instruction; staff identification; staff needs assessment; staff training; visits by staff to the current placement; visits by staff/parents to the new placement; visits by the student to the new placement; the transition team; IEP modification; the student schedule; peer "sensitization"; informing regular education parents; curriculum and evaluation modification; plant modification and equipment; transportation; coordination of related services; communication systems; student records; medical services; transition; the student support group; support activities for family and siblings; the follow-up support team; and monitoring and modification. Appendixes include a sample ecological inventory, a transition timeline, a listing of topics related to the least restrictive environment, and a student checklist. (DB)