2.9: Collaboration with Communities

Future teachers and clinicians will work with community organizations when students transition from early intervention to preschool to school-age programs and when they transition from high school to postsecondary education, employment, and independent living. Identifying the best practices associated with community collaboration is essential. Community personnel may include early childhood educators, health service professionals, higher education professionals, and other community agency employees such as social workers, employers, and vocational rehabilitation workers. Collaboration with community organizations should facilitate a seamless transition between services and programs (Smiley et al., 2022).

Collaboration in Early Childhood

Collaborative teams in early childhood programs may involve medical and social service professionals (e.g., nurses and social workers), clinicians (e.g., psychologists and speech-language pathologists), early childhood educators and other specialized teachers, and family members. All team members must work together to ensure the student’s needs are met.

As discussed earlier, effective teams clearly define each member’s role and responsibilities, set clear goals determined by the needs of students, and value each team member’s expertise (Friend & Cook, 2013). In addition, teams should be flexible regarding planning and service delivery. For example, services may be delivered in a child’s home, in a preschool or early childhood center, in a medical office, or at another location, such as a community center. Therefore, interagency collaboration and flexibility are necessary to ensure the student's needs are met. Early childhood intervention services may reduce or even prevent the need for special education and related services (Smiley et al., 2022).

Transition to Postsecondary Education, Employment, and Independent Living

The transition from high school to adult living is an important process that involves collaboration with community organizations. The IDEA requires that transition planning begin no later than age 16. In Illinois, transition planning must begin when the student turns 14 1⁄2. Collaboration between school and community organizations supports a smooth transition from high school to postsecondary education, employment, and independent living. Community organizations may help students find employment or housing or participate in community life (e.g., recreational and leisure programming). Colleges and universities may also provide vocational training, certificates, and degree programs for interested students. Interagency agreements are often used to guide these programs (Smiley et al., 2022).

Transition Services

Transition services are a coordinated set of activities within a results-oriented process that promote transition from school to adult living and include the following:

• Instruction (i.e., postsecondary, vocational, and adult education)
• Related services
• Community experiences
• Employment
• Independent living

Transition plans should be based on a student’s interests and preferences. Students may need help identifying postsecondary or vocational interests, applying for jobs, finding appropriate housing, acquiring daily living skills (e.g., budgeting, using public transportation), or learning how to participate in community recreational and leisure opportunities (Friend & Cook, 2013). Classroom learning and related services should support the transitional needs of each student (Smiley et al., 2022).

Planning and Programming

Planning and programming for the transition process involve the IEP team. During transition planning, this team may be expanded to include vocational rehabilitation counselors, vocational evaluators, school counselors, and community organizations that provide employment services, housing, and recreational and leisure opportunities for adults with disabilities. Interagency agreements may also facilitate collaboration with other community organizations (Smiley et al., 2022). In addition, community organizations often develop collaborative relationships with local businesses to provide programming for students with disabilities.

Interagency Agreements

An interagency agreement is a written agreement to which agencies commit that outlines their shared responsibilities for student learning and school, community, and family participation in achieving positive outcomes for students with disabilities. Interagency agreements can be at local or state levels and are required under the IDEA. Schools may invite personnel from other agencies to attend IEP meetings when transition planning and programming will be discussed. Plans are developed as needed to ensure collaboration among agencies and clearly define roles and responsibilities.

Interagency agreements enable agencies to collaborate and function more effectively. For example, an interagency agreement might specify that a school district will provide students with vocational assessments that identify their interests, aptitudes, and current skills. In turn, a vocational rehabilitation agency may assist students in obtaining and maintaining employment in an identified area. Some states also provide what are referred to as wraparound services, where a state agency coordinates and oversees transition services (Smiley et al., 2022).

Activity \(\PageIndex{1}\): Exploring Transition Services in Illinois

Directions: Equip for Equality is an advocacy group that works to protect the civil and human rights of people with disabilities. They have developed a comprehensive Transition Planning FAQ. Why are advocacy groups like this important for people with disabilities?

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Friend, M., & Cook., L. (2013). Interactions: Collaboration skills for school professionals (7th ed). Pearson.

Smiley, L. R., Richards, S.B., & Taylor, R. (2022). Exceptional students: Preparing teachers for the 21st century (4th ed.). McGraw Hill.