Embracing Collaboration Theory: Insights From Vocational Rehabilitation Counselors Into Collaborative Employment-Focused Transition Programs

Research supports that strong interagency collaboration between state-federal vocational rehabilitation systems and schools improves post-secondary outcomes for students with disabilities. However, there are noted challenges that occur within collaborative alliances that impact the effectiveness of collaborative employment-focused transition services. Collaboration theory offers new insights into interagency collaboration and overcoming barriers. An exploratory qualitative study surveyed vocational rehabilitation counselors from a state agency to describe their collaboration process in providing school-to-work transition services. Three themes—Structure, Coping Capacity, and Interpersonal Relationship—were developed. Findings support the importance of clear roles, trust among collaborators, and the negative impact of staff shortages, aligning with previous research. Policy and practice implications, as well as future research directions, are discussed.