Patterns of collaboration in secondary education for youth with special needs - Profiles of three high schools

Research an school-to-adult life transitions of youth with special needs ha s identified collaboration as a crucial process for successful transitions. Depending on how it is defined, collaboration on the education of youth wi th disabilities between special educators, general educators, parents, stud ents, and community service agency representatives may be considered rich o r lean in activity and perceived utility Profiles of three high schools, tw o urban and one rural derived from analyses of administrator; teacher paren t, and student reports, suggest that some consistent patterns exist on the level of collaboration exercised as well as exemplary applications and syst emic problems. Recommendations for research and implications for general pr actice are provided.