Affiliations: [a] Utah Professional Development Network, Utah State University, Logan, UT, USA
| [b]
Department of Special Education and Rehabilitation, Utah State University, Logan, UT, USA
| [c] Director, Developmental Mathematics, Department of Mathematics and Statistics, Utah State University, Logan, UT, USA
Correspondence:
[*]
Address for correspondence: Robert L. Morgan, Ph.D., Department of Special Education and Rehabilitation, Utah State University, Logan, UT 84322-2865, USA. Tel.: +1 435 797 3251; Fax: +1 435 797 3572; E-mail: [email protected].
Abstract: BACKGROUND:Interagency collaboration has been identified as one variable predicting successful post-school outcomes for youth with disabilities (Test et al., 2009). However, at times and in certain contexts, collaboration between these disciplines has been inconsistent and limited. OBJECTIVE:Researchers investigated collaboration between VR counselors and transition teachers by surveying agency personnel in four states: Florida, Maryland, Oregon, and Utah. METHOD:We disseminated two electronic questionnaires: one to VR counselors and one to transition teachers. The questionnaires explored respondents’ satisfaction with collaboration across agencies. Additionally, respondents rated the importance and feasibility of collaboration practices. Statements of collaborative practice were specific to transition and were generated by the researchers based on a review of collaboration literature. RESULTS:Respondents included 78 VR counselors and 220 teachers. Results showed relatively low levels of collaboration and satisfaction between VR counselors and teachers. Respondents rated a list of collaboration practices relatively high in importance but consistently low in feasibility for implementation. CONCLUSION:We discuss results with regard to improving collaboration between rehabilitation counselors and transition teachers to improve transition practices.
