Collaboration within Special Education Transition: Perceptions of Barriers, Strategies, and Effects of Collaboration
Date of Award
Open Access Dissertation
Transitioning students with disability demonstrate poorer outcomes in employment, education, and independent living than peers without disability. Legislation and research aimed at supporting transitioning students has led to increased understanding of initiatives that can better support youth and families. Interagency collaboration for transition planning is a key pillar, but evidence-based research in implementation and effects is limited. Through a single-state survey research design, this study aims to identify the levels and perceptions of collaborative factors among transition professionals, specifically educators, Vocational Rehabilitation professionals, and various community supports providers. Variance in perceptions exist among participant role groups, as well as among those professionals with experience serving on formal collaborative planning teams. Educators as a whole report that time and workload barriers affect their ability to collaborate effectively. Additionally, professionals with experience on formal collaborative teams identify that meeting organization strategies are more effective at building collaboration than collaboration skills alone. These findings may be applied to technical assistance providers when developing team-level evaluations to monitor current levels and support needs of collaborative transition planning teams.
Magee, E.(2019). Collaboration within Special Education Transition: Perceptions of Barriers, Strategies, and Effects of Collaboration. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/5632