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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 0000-0002-2452-2378), Christina Muri Irland
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
FullText Text:
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  Data: Collaboration around Transition for Students with Visual Impairments: A Sequential Explanatory Mixed Methods Study
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  Data: <searchLink fieldCode="AR" term="%22Hilary+E%2E+Travers%22">Hilary E. Travers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2452-2378">0000-0002-2452-2378</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christina+Muri+Irland%22">Christina Muri Irland</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. 2025 48(4):287-301.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Visual+Impairments%22">Visual Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Cooperation%22">Educational Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Transition+Plans%22">Individualized Transition Plans</searchLink><br /><searchLink fieldCode="DE" term="%22Differences%22">Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: 10.1177/21651434241303910
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  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Data: EJ1487447
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/21651434241303910
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 287
    Subjects:
      – SubjectFull: Visual Impairments
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Educational Cooperation
        Type: general
      – SubjectFull: Individualized Transition Plans
        Type: general
      – SubjectFull: Differences
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Tennessee
        Type: general
    Titles:
      – TitleFull: Collaboration around Transition for Students with Visual Impairments: A Sequential Explanatory Mixed Methods Study
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          Name:
            NameFull: Hilary E. Travers
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            NameFull: Christina Muri Irland
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              M: 11
              Type: published
              Y: 2025
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              Value: 2165-1434
            – Type: issn-electronic
              Value: 2165-1442
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              Value: 48
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            – TitleFull: Career Development and Transition for Exceptional Individuals
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