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

• 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
• ISSN: 0042-0859; 1552-8340
• DOI: 10.1177/0042085901361006

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.