Secondary Special Educators’ Perceptions of Transition Collaboration With Vocational Rehabilitation

Abstract

Although interagency collaboration is one of the most recognized and recommended practices for improving the transition outcomes of students with disabilities (SWD), it remains challenging to understand in both research and practice. This study utilizes the theory of planned behavior to understand better secondary special educators’ beliefs, perceptions, and behaviors related to their collaboration with vocational rehabilitation (VR). Eighty-seven secondary special educators from across the U.S. participated in a survey using both quantitative and qualitative questions. Quantitative results indicate that more familiarity with VR lends itself to more behaviors that promote VR to SWD. Qualitative data describe how participants have created effective collaborative systems, as well as the barriers to working with VR in the transition process. Recommendations are provided at both the practitioner level and the systemic policy level to potentially address barriers to collaborations between these two groups of professionals in supporting post-school goals for SWD.