Collaboration Around Transition for Students With Visual Impairments: A Sequential Explanatory Mixed Methods Study

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.