A Qualitative Exploration of Interagency Collaboration and Transition Outcomes for High School Students with Disabilities

Youth with disabilities continue to experience poorer postsecondary outcomes in education, employment, and independent living compared to their nondisabled peers. Despite federal mandates such as the Individuals with Disabilities Education Act (IDEA) and the Workforce Innovation and Opportunity Act (WIOA) emphasizing the importance of transition planning, there remains a gap in effective interagency collaboration to support these transitions. This qualitative case study explored the role of interagency collaboration in supporting high school students with disabilities during the transition to adulthood. Guided by a constructivist paradigm, this study drew upon interviews, observations, and document analysis involving different stakeholders, including transition specialists, vocational rehabilitation counselors, and other professionals within a school district in East Central Florida.The findings revealed a complex interplay of factors that both support and hinder collaboration across agencies. Key barriers included unclear roles and responsibilities, inconsistent communication, limited staff training, and a lack of coordinated accountability systems. Facilitators of effective collaboration included shared vision among stakeholders, dedicated transition teams, and strong family and student engagement practices. Additionally, resource availability and leadership support were found to influence the consistency and quality of collaboration efforts.This study contributes to the existing literature by highlighting the persistent challenges and practical solutions for enhancing interagency collaboration. The results emphasize the need for structured collaboration models, ongoing professional development, and policy enforcement to ensure that collaboration in transition planning is truly prioritized. Implications for policy, practice, and future research are discussed, with the aim of improving transition outcomes and fostering inclusive, community-based pathways for youth with disabilities.

Grantor dc:publisher

University of Alabama Libraries

Year dc:date.issued

2025

Author dc:creator

• Adams, Alauna

Advisor dc:contributor.advisor

• Cheatham, Leah P

Contributors dc:contributor

• Noh, Hyunjin
• Littleton, Tenesha
• Mutua, Kagendo
• Pryce, Jessica

• Interagency collaboration
• multiple-case study
• qualitative research
• special education
• students with disabilities
• transition planning

Statement dc:rights

• All rights reserved by the author unless otherwise indicated.

Language dc:language.iso

en_US, English

Dc Identifier Other

1177004

OAI identifier oai:identifier

oai:ir.ua.edu:123456789/17065