Characteristics and practices of exemplary local level interagency transition teams

Abstract

The purpose of this study was to identify those factors which make local-level interagency transition teams effective in facilitating the transition from the secondary school setting to successful adult opportunities for youths with disabilities. The objective was accomplished using a naturalistic qualitative research approach with interviews as the primary information gathering instrument.

Two questions were posed to guide, but not constrain the study:

1. What are the characteristics, including the composition, procedure, and context, of exemplary local-level interagency transition teams?

2. What are the effective practices used by exemplary local-level interagency transition teams, as perceived by team members, to facilitate the transition process for students with disabilities?

Four teams from the northern, central, eastern, and southwestern regions of Virginia were nominated by regional transition coordinators as being exemplary in working together to successfully promote the transition process for students with disabilities. A total of 12 team members, representing special education, rehabilitation, and the parent and family, were selected to be interviewed.

Interviews with team members were audio-tape recorded, transcribed, and coded and analyzed using Ethnography. Characteristics and practices which emerged as facilitating effectiveness were (a) composition, (b) procedures, (c) context, (d) personal interaction, (e) futures planning, (f) support system, and (g) inter-community partnerships. These factors were analyzed across teams and member roles.

As a result of the themes derived from the analysis, an explanatory model was developed. The model gives consideration to a systems view and illustrates the framework of exemplary interagency transition teams in facilitating successful transitions for youths with disabilities.