Interagency Collaboration: The Importance of Rehabilitation Professionals' Involvement in Transition

The "normalization" principle, presented by Nirje (1969), was the basis for application and research of transition needs and services for successful outcomes. At the core of the "normalization" principle is a philosophy of person-centered planning providing people with disabilities a foundation of community-based opportunities. Education in the least restrictive environment grew out of this movement and is the philosophy that continues to influence policy. The process of moving from secondary education to post-school setting may seem straightforward. Then again, we know how difficult this shift can be from our own experiences, however for transitioning students with disabilities this process remains particularly unclear and in some cases nearly impossible. Madeleine Will (1984;1986), then United States (US) Office of Special Education and Rehabilitation Services (OSERS), Assistant Secretary, established transition as a priority including the necessity for collaboration and formal transition planning to meet the needs of students with disabilities as they left high school for the adult world especially for employment. As a result, the "Bridges From School To Working Life Program" was created in an effort to clarify and resolve transition issues. Halpern (1985) developed a more detailed model for transition planning and services that expanded consideration beyond employment to include residential living, community involvement, and family involvement. These real-life adult situations, similar to those of individuals without disabilities, provided the impetus for students with disabilities' access to community participation. The passage of key legislation mandated transition planning, services, and interagency coordination. The Carl Perkins Vocational and Technical Education Act of 1998 (The Perkins Act), Individuals with Disabilities Education Act of 1997 (IDEA), and The Rehabilitation Act of 1973 changed the focus of transition planning from something that might happen to something that must happen (DeFur & Taymans, 1995). Reauthorized in 2006, the Perkins Act held schools accountable for graduation, post-secondary education, and employment outcomes of students enrolled in career and technical education including coordination among federally funded programs and agencies as well as secondary and post-secondary education entities. With the reauthorization of IDEA (2004) transition planning for students, no later than age 16 was mandated requiring the identification of professionals to assist in the transition planning process, emphasizing interagency collaboration. The Rehabilitation Act (1973) and its amendments (1992; 1998) parallel the mandates found in IDEA with similar emphasis on outcome-focused planning and collaboration. Each of these laws promotes transition planning, interagency collaboration, and self determination to improve the adult outcomes for students with disabilities. Governmental discretionary funding has provided the incentives to promote legislative pathways in support of transition planning activities. Since 1983, the Office of Special Education Programs (OSEP), U.S. Department of Education, has funded more than 500 transition education and services projects. Federal funding has supported transition system change in 46 states as well as transition-related professional development for beginning and continuing educators and rehabilitation professionals (Kohler, 2003). Yet, even with theoretical, legislative, and federal backing, the transition outcomes of students with disabilities have not improved significantly ("Keeping the Promises", 2003). Transition Into Adult Life In general, transitioning into adult life can prove difficult for all students. These transition difficulties are manifested in limited education opportunities, low earnings, and lack of independent riving. Recent data show that one in five people, aged 18-34, do not finish high school. …