How Vocational Rehabilitation Transition Specialists Influence Curricula for Students With Severe Disabilities

Abstract

According to decades of research on secondary transition for individuals with disabilities, cross-agency collaboration with adult service providers is an integral element of positive post-school outcomes. While much has been written about the general functions of vocational rehabilitation (VR) professionals and their part in the transition planning process, limited research has explored the role these professionals play in curriculum decisions, particularly for students with the most significant disabilities. Through the use of semi-structured, face-to-face interviews, the authors explain the work of six transition specialists in a midwestern state who are jointly funded by VR and the respective local education agencies with which they work. Specifically, their influence on the development and implementation of transition-related curricula for students with severe disabilities is addressed. Participating VR transition specialists reported that they influence curricula through a collaborative approach, and focus on resource and knowledge sharing. These professionals also reported delivering several direct-service activities to students inside and outside of the school environment.