DOI
10.25774/80b3-kc43
First Page
131
Last Page
141
Abstract
Students who have significant disabilities have the same aspirations as their non-disabled peers: living productive, enriched, and self-determined lives. Adolescent-to-adulthood transition services have the potential to help position students with disabilities to obtain the best possible outcomes, thereby helping them lead full and included adult lives. It is vital that school and community-based support professionals act in concert with students with significant disabilities and their families to develop and implement successful transition services. This article discusses how partnerships across disciplines can help position students with disabilities for the best possible outcomes during the crucial period of their transition from the United States secondary school setting to adulthood. Perspectives and suggestions are presented for working collaboratively across fields to ensure successful transitions within the scope of practice of each professional area.
Keywords: disabilities, transition services, interprofessional collaboration
Recommended Citation
Frazier, K. F., Perryman, K., & Kucharczyk, S. (2020). Transition Services: Building Successful Collaborations among School Professionals. Journal of School-Based Counseling Policy and Evaluation, 2(2), 131-141. https://doi.org/10.25774/80b3-kc43
Included in
Counseling Commons, Disability and Equity in Education Commons, International and Comparative Education Commons, Secondary Education Commons, Special Education and Teaching Commons, Student Counseling and Personnel Services Commons, Vocational Education Commons
