This study examined interagency collaboration practices regarding transition services for youth with disabilities among education, vocational rehabilitation and community mental health agencies in Wayne County. Participants, including teachers, vocational counselors and social workers in Wayne County, completed an original survey instrument to measure knowledge, compliance, best practice interventions, financial responsibility, along with barriers and facilitators to interagency collaboration. Findings indicated that vocational counselors had more knowledge of the transition services including the interagency collaboration requirement as written in IDEA 2004. No differences were found among teachers, vocational counselors, and social workers regarding the importance of transition services, with mixed findings obtained on responsibility for provision of specific transition services. The majority of respondents indicated that schools should pay for transition services while students were in school, with the vocational rehabilitation system was identified as responsible for paying for postschool job development and short term (40 hours or less) job coaching. Assisted living and housing services were identified as the responsibility of the community mental health system and the family system, while transportation to and from employment was deemed the responsibility of the family system. All three groups of professionals disagreed over the provision of one-on-one long-term job coaching services. The majority of educators and social workers perceived that the vocational rehabilitation system should be funding this service, while none of the vocational counselors felt that long-term job coaching was their system's responsibility. Barriers to interagency collaboration for the provision of transition services included lack of awareness of the transition and interagency collaboration legislation as outlined in IDEA 2004, funding constraints regarding the provision of transition services and lack of leadership among all three service delivery systems. Survey participants identified caseload reduction, professional development aimed at educating teachers, vocational rehabilitation counselors and social workers on the transition requirements of IDEA 2004, and increased leadership at all levels within all three systems as helpful facilitators to interagency collaboration and provision of transition services to students with disabilities.They were more likely to be involved with social groups, as well as have savings accounts and credit cards. ... In comparison, the experimental group with more participants with slightly lower functioning levels outperformed the control group.
|Title||:||Transition of Students with Special Needs from School to Adult Life: A Comparison of Interagency and School Collaboration|
|Publisher||:||ProQuest - 2006|