It is important for residential schools for students with visual impairments to collaborate with students’ local education agencies (LEAs), especially during transitions from one school to another. This study explored whether these schools are collaborating with LEAs, how the collaborative process is defined, what the benefits of such collaboration are, and what changes in the process the schools would like to see.
Get full access to this article
View all access options for this article.
References
1.
American Foundation for the Blind. (1993). AFB directory of services for blind and visually impaired persons in the United States and Canada (24th ed.).New York: Author.
2.
BakerB. (1993). From old wisdom to future trends. Journal of Visual Impairment & Blindness, 87, 183–184.
3.
CroninP. J. (1992). A direct service program for mainstreamed students by a residential school. Journal of Visual Impairment & Blindness, 86, 101–104.
4.
CurryS. A. (1993). A model assessment program. Journal of Visual Impairment & Blindness, 87, 190–193.
5.
DemottR. M. (1993). New and future roles for residential schools. Journal of Visual Impairment & Blindness, 87, 224–226.
6.
ErinJ. N. (1993). Inclusion: What do we want it to mean to schools for students with visual disabilities? Journal of Visual Impairment & Blindness, 87, 165–167.
7.
FriendM., & CookL. (1996). Interactions: Collaboration skills for school professionals (2nd ed.). White Plains, NY: Longman.
8.
KoehlerW. S., & LoftinM. M. (1993). Full-service utilization through an exit orientation: A new model for residential schools. Journal of Visual Impairment & Blindness, 87, 199–201.
9.
LowenfeldB. (1982). In search of better ways. Education of the Visually Handicapped, 14, 69–77.
10.
MorsinkC. V., & LenkL. L. (1992). The delivery of special education programs and services. Remedial and Special Education, 13, 33–43.
11.
WittensteinS. H. (1993). A parent-professional collaboration model of transitional planning. Journal of Visual Impairment & Blindness, 87, 227–229.
