Collaboration around Transition for Students with Visual Impairments: A Sequential Explanatory Mixed Methods Study
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| Title: | Collaboration around Transition for Students with Visual Impairments: A Sequential Explanatory Mixed Methods Study |
|---|---|
| Language: | English |
| Authors: | Hilary E. Travers (ORCID |
| Source: | Career Development and Transition for Exceptional Individuals. 2025 48(4):287-301. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Visual Impairments, Students with Disabilities, Special Education Teachers, Educational Cooperation, Individualized Transition Plans, Differences, Secondary School Teachers, Barriers, Influences |
| Geographic Terms: | Tennessee |
| DOI: | 10.1177/21651434241303910 |
| ISSN: | 2165-1434 2165-1442 |
| Abstract: | In this explanatory mixed method study, we surveyed 79 special educators and teachers of students with visual impairments who worked with at least one transition-age youth with a visual impairment (VI) in the U.S. state of Tennessee. Following the survey, we interviewed a smaller convenience sample of 18 teachers. Across the survey and follow-up interviews, we explored (a) with whom teachers of students with VI and special educators collaborate around transition for students with VI and the frequency of their collaborations, (b) differences in collaboration partners between teachers of students with VI and special educators, and (c) perceived barriers/facilitators to collaboration. Findings indicated that both teachers of students with VI and special educators collaborate with a range of persons but at moderate frequencies. Interview findings helped identify multiple barriers to collaboration with in-school personnel, outside personnel/agencies, and families. We offer strategies to overcome these barriers to collaboration and provide recommendations for collaborative models that may improve student outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487447 |
| Database: | ERIC |
| Abstract: | In this explanatory mixed method study, we surveyed 79 special educators and teachers of students with visual impairments who worked with at least one transition-age youth with a visual impairment (VI) in the U.S. state of Tennessee. Following the survey, we interviewed a smaller convenience sample of 18 teachers. Across the survey and follow-up interviews, we explored (a) with whom teachers of students with VI and special educators collaborate around transition for students with VI and the frequency of their collaborations, (b) differences in collaboration partners between teachers of students with VI and special educators, and (c) perceived barriers/facilitators to collaboration. Findings indicated that both teachers of students with VI and special educators collaborate with a range of persons but at moderate frequencies. Interview findings helped identify multiple barriers to collaboration with in-school personnel, outside personnel/agencies, and families. We offer strategies to overcome these barriers to collaboration and provide recommendations for collaborative models that may improve student outcomes. |
|---|---|
| ISSN: | 2165-1434 2165-1442 |
| DOI: | 10.1177/21651434241303910 |
