School-to-work transition: the collaborative relationship between schools and community rehabilitation programs

Abstract

The passage of the Individuals with Disabilities Education Act (IDEA) of 1990 emphasized the importance of providing a smooth transition from school to work for youth with disabilities. IDEA required that school districts restructure the transition process so as to improve post-school outcomes for youth with disabilities. Upon examination of these outcomes a decade after the implementation of IDEA, it is apparent that students with disabilities remain unprepared for post-school living. Recent efforts to increase post-school preparedness include interagency collaboration between school districts and any appropriate community agencies. Such collaboration is believed to be a key component of successful school-to-work transition. While community rehabilitation programs (CRPs) serve as significant resources for the transition of youth with disabilities, very little research exists regarding the collaborative relationship between CRPs and schools. This study examined the extent to which school districts access CRPs to assist their students with disabilities in the transition from school to work. A sample of CRPs was surveyed in Wisconsin and Minnesota regarding frequency and type of services, ethnic characteristics of youth served, funding sources, and outcomes achieved. The outcomes of this study will identify the prevalence of CRPs that provide services to schools, the types of programs provided, and the types of students served.