Date of Award

Spring 5-21-2020

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Keith Larick

Second Advisor

Tamerin Capellino

Third Advisor

Shalamon Duke

Abstract

Purpose: The purpose of this qualitative case study was to identify and describe the preparedness of transition specialists working in WorkAbility I (WAI) projects as perceived by transition specialists using Kohler’s Taxonomy for Collaborative Transition Programming. In addition, its purpose is to explore the perceptions of transition specialists regarding interagency collaboration in local partnership agreements (LPAs).

Methodology: This qualitative case study identified and described WAI transition specialists’ perception of transition programming and interagency collaboration. It employed the use of semi-structured interview questions consisting of open-ended questions. Using this methodology promoted the extraction of high quality information from the transition specialists.

Findings: Information received prepared transition specialists for their position. Cross agency professional development contributes to preparedness of transition specialists. The lack of interconnecting data systems across all agencies is a barrier to collaboration. Interagency collaboration coalesces all agencies into a group of like-minded members for the benefit of members. Networking and relationship building is the initial stimulus that creates a collaborative effort. Cross agency professional development is a critical element of LPAs. Local partnership agreements are critical to identifying lead agencies and establishing roles and responsibilities. It is important to use several methods of communication to disperse information among service providers.

Conclusion: When transition specialists are not provided professional development, participation in programs with adult agency partners will not succeed. Local partnership agreements are critical to sharing of information and resources. Transition specialists who lack knowledge of education and education laws will fail at transition programming. Transition programming resulting in successful employment outcomes must connect with adult agency providers. Agreements between local partnerships that lack formal agreements that distinguish roles and responsibilities of the partnership will fail.

Recommendations: Create an evaluation tool for collecting quantitative data of the effectiveness of LPAs. Create a state level certification requirement for transition specialists in the preK-12 system. Data collected from LPAs must track the successful transition of individuals from special education to adult competitive integrated employment. Changes in policies and procedures must be brought about through stakeholder involvement and local level movement.

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