This study examined previous literature that described approaches to interagency collaboration and identified the most appropriate practices to implement while working with transition-age youth with disabilities and their families. Within this qualitative content analysis review of literature on interagency collaboration, we used the theory of…

Transition professional development (PD) has been identified as a way to improve transition services; however, there is a dearth of literature on transition-focused PD. To learn more about the essential features of effective PD, 73 published articles were evaluated in the area of PD in both secondary transition and special education. Articles were…

This article synthesizes policy and intervention options for youth with disabilities based on recent reports from the National Academy of Sciences, Engineering, and Medicine and the Department of Labor Office of Disability Employment Policy. To frame findings from both reports, we utilize a life course approach. This approach is important as…

Post-school outcomes are poor for youth with disabilities, in general, but even more discouraging for certain subpopulations of individuals with disabilities, particularly those from culturally and linguistically diverse (CLD) backgrounds. The authors discuss structural inequalities in public schools which potentially contribute to the poorer…

Interagency collaboration facilitates strong linkages to adult agencies, which improves adult outcomes among youth with disabilities (Kohler & Field, 2003; Repetto, Webb, Garvan & Washington, 2002). State-level transition teams increase collaboration, reduce duplication of resources, improve professional development, and heighten the…