Patterns of Collaboration in Secondary Education for Youth with Special Needs: Profiles of Three High Schools

Research on school-to-adult life transitions of youth with special needs has identified collaboration as a crucial process for successful transitions. Depending on how it is defined, collaboration on the education of youth with disabilities between special educators, general educators, parents, stud...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2001-01, Vol.36 (1), p.93-128
Main Authors: Stowitschek, Joseph J., Lovitt, Thomas C., Rodriguez, James A.
Format: Article
Language:English
Subjects:
Case studies
Cooperative Planning
Diversity (Student)
Educational organization
Educational sciences
General points
High School Students
High Schools
Inclusive Schools
Individualized Education Programs
Individualized Instruction
Parent Participation
Regular and Special Education Relationship
Rural Schools
Secondary Education
Secondary school students
Secondary teaching
Special education
Student Attitudes
Teacher Collaboration
Teaching Methods
Transitional Activities
Transitional Programs
Transitions
United States, Canada
Urban Schools
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Summary:Research on school-to-adult life transitions of youth with special needs has identified collaboration as a crucial process for successful transitions. Depending on how it is defined, collaboration on the education of youth with disabilities between special educators, general educators, parents, students, and community service agency representatives may be considered rich or lean in activity and perceived utility. Profiles of three high schools, two urban and one rural, derived from analyses of administrator, teacher, parent, and student reports, suggest that some consistent patterns exist on the level of collaboration exercised as well as exemplary applications and systemic problems. Recommendations for research and implications for general practice are provided.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085901361006