This examination of individual transition plans (ITPs) for students with disabilities in New South Wales, Australia, looked at effectiveness of the system and procedures, and involvement of teachers in the development of the ITPs. It found that the numbers of written ITPs grew from 156 (56 percent of potential) in 1989 to 340 (74 percent) by June 1990. A majority of the ITPs were developed for students with intellectual disabilities. ITPs have facilitated program planning based on student needs rather than broad-based curricula. Advantages of the ITP system, as reported by teachers in both special schools and special units in regular high schools, included increased levels of student and parent involvement and increased vocational options for students. Teacher workloads, however, increased dramatically with the introduction of the ITP system, an increase which became more manageable with time. Key issues were identified, including: a need for better preparation before the ITP meeting; relatively few (only 35 percent in 1990) students themselves attending ITP meetings; and a low percentage of objectives written in behavioral and observable terms. The major recommendation is for ongoing staff training and support, especially in such priority areas as practical and functional assessment and curriculum development. An ITP format and a documentation checklist are appended. (Contains 10 references.) (DB)