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• W80495816 abstract "The importance of transition practices to postsecondary outcomes has been recognized in both the fields of special education and rehabilitation for some time. Secondary transition practices are guided by mandates for educators in the Individuals with Disabilities Education Improvement Act [IDEA] (PL 101-476) and rehabilitation counselors in the Rehabilitation Act and its Amendments (PL 102-569). Despite the common transition definitions and goals in IDEA and the Rehabilitation Act, connecting the transition practices of educators and rehabilitation professionals has been difficult. Less than optimum connections between special education and rehabilitation have restricted transition to a time-limited task for which educators are responsible. Furthermore, essential supports and services are likely duplicated, delayed, or omitted in the absence of collaboration among rehabilitation professions and educators (Baer, Daviso, Queen, & Flexer, 2011). To positively impact student transition outcomes, it is vital that professionals collaborate with each other to ensure the coordinated set of activities required by IDEA and the Rehabilitation Act (Agran, Cain, & Cavin, 2002; Carlson, Brauen, Klein, Schroll, & Willig, 2002). Displayed in Table 1 are the core transition services mandated by IDEA and the Rehabilitation Act and the connections to the school and rehabilitation professionals involved. While IDEA and the Rehabilitation Act provide some guidance for professionals involved in transition, uncovering expectations and implementing effective partnerships are largely left up to individuals at the state and local levels. As a result transitioning youth and their families experience great variations in the level and quality of services from state to state, region to region, district to district, school to school, team to team, and professional to professional. Successful transition outcomes are more likely for youth who have support and services available to them that extend beyond secondary education (e.g., Benz, Lindstrom, & Yovanoff, 2000; Horn, Trach, & Haworth, 1998). Likewise transition obstacles are reduced when rehabilitation professionals and transition-age youth with disabilities connect before high school completion (e.g., Agran et al., 2002). Collaborative partnerships among special educators and rehabilitation professionals have proven beneficial to transitioning youth and their families (e.g., Gowdy, Carlson, & Rapp, 2003; Morningstar, Kleinhammer-Tramill, & Lattin, 1999). However, much of our transition knowledge base has been generated through the lens of special educators without much focus on rehabilitation professionals' perspectives (Oertle & Trach, 2007). The focus of the current study was rehabilitation professionals' expectations and perceptions concerning transition services and interagency collaboration to assist transition-age youth with disabilities as it relates to their participation. The transition perceptions and expectations of rehabilitation professionals are not well understood. Gaining a better understanding is important because rehabilitation professionals are positioned to support youth in extending the transition process beyond secondary education to their adult life experiences. Method An on-line survey was utilized in Illinois to gather data regarding the expectations and perceptions that rehabilitation professionals have of educators, youth with disabilities, parents/guardians, and themselves during the transition process and interagency collaboration efforts. Data were downloaded and analyzed quantitatively with the Statistical Package for the Social Sciences (SPSS). Sampling Framework Rehabilitation leaders from two state administration divisions assisted in identifying a sample of 93 rehabilitation professionals involved in transition with knowledge of transition practices, philosophies, and values. …" @default.
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• W80495816 date "2013-07-01" @default.
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• W80495816 title "Rehabilitation Professionals' Expectations for Transition and Interagency Collaboration" @default.
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