Fostering Collaboration as Transition Specialists Through Community Conversations

Abstract

Community collaboration is touted as a powerful way to help improve postschool outcomes for students with disabilities. However, limited research has examined effective practices to initiate a wide range of school, family, and community partnerships. Such knowledge could be especially pivotal to the preparation of special educators for the role of transition specialists. Also, it could be useful for providing important connections among school-based personnel, parents, and community members to link transition goals and transition education. In this study, we examined the experiences of 23 special educators who were enrolled in university graduate studies to become transition specialists. Each led two community conversation events (N = 46 events) in their local school districts. Our examination of the processes they learned to use and the content attendees discussed suggests the conversations were successful in providing these special educators with the capacity to lead collaborations between schools and communities aimed at improving transition education. Recommendations for sustaining collaborations as part of their leadership roles as transition specialists are provided.