It is clear that the intention of the Individual with
Disabilities Education Act require both the Education Agency and
the Vocational Rehabilitation Agency (VESID, in New York State)
to jointly participate in the development of transition plans
for students with disabilities as they prepare for employment
after high school. Yet, we find certain barriers to school and
vocational rehabilitation (VR) collaboration, such as: poor or
inaccurate perceptions of vocational rehabilitation; and
conversely of schools and youth in transition by VR staff; as
well as nonexistent or ineffective procedures to support
collaboration between district and VR staff. This brief will
highlight specific steps and strategies designed and implemented
by a regional workgroup to remedy these barriers. Transition
Articulation Agreements has improved procedures and
communication among the partners. This brief will review the
specific barriers faced, and interventions taken to remove
barriers and create measures of success.