Providers’ Perceptions of the Collaborative Challenges and Assistance Provided to Families in Pre-Employment Transition Services

Abstract

Family involvement in transition planning has been associated with improved outcomes for youth with disabilities. However, limited research exists on providers’ in-depth views regarding family–professional collaborations in pre-employment transition services (Pre-ETS). The present qualitative study examined the perspectives of Pre-ETS providers on the challenges and assistance provided to students with disabilities during their transition from high school to postsecondary education or work, with a specific focus on family–professional collaborations. We conducted 24 in-person focus groups across six regions in the U.S. state of Texas with 162 Pre-ETS providers (i.e., vocational rehabilitation counselors and transition educators). We used thematic analysis to analyze the data, which unveiled three themes about barriers and facilitators to family–professional collaborations: The Need to Support Family Directly, The Need to Promote Family–Professional Communication, and The Need to Promote Community Support. Findings underscore the imperative for Pre-ETS providers to acknowledge and address varying familial emotions, feelings, and expectations regarding their children’s employment, influenced by diverse cultural backgrounds. We discuss limitations and recommendations for future research and practice.