relevant articles had to explicitly mention that VR was somehow involved with the program, but no other specific threshold of VR involvement was required for inclusion in the study. A second reviewer read the full texts of articles with seemingly relevant programs and ultimately decided whether the article was relevant to the study. The database and website search yielded 757 potentially relevant articles, of which 38 received a full text review. Thirteen of the discovered articles were ultimately identified as being relevant to the study, but some of these articles discussed the same program. Together, the 13 articles described seven unique programs. Table 1. Program Target and Study Populations, Program Features and Partnering Organizations Program Target and Study Program Features Partnering Name/Citation Population Organizations Communicating High school Three coordinated School districts and Interagency students with teams delivered various other Relationships and disabilities in 48 services: (1) partner Collaborative schools across 15 Community-level organizations, such Linkages for counties/districts in team addressed as VR, public health Exceptional North and South policy issues and and social service Students Carolina. The did not work directly departments, (CIRCLES) schools were evenly with students; (2) advocacy groups, divided into School-level teams and other service Povenmire-Kirk et treatment and provided providers al. (2015) control groups. interagency services to students and their families; and (3) the individualized education program (IEP) team formalized transition and education goals in IEP. Dual Enrollment Students with The participants Hawaii public high with Individualized intellectual received schools, Hawaii’s Supports (DEIS) disabilities at eight educational coaches VR agency, and Project Hawaii public high who helped the other community schools. participants engage agencies Yamamoto et al. students in opportunities at (2014) participated in the local community program during its colleges. The program also
relevant articles had to explicitly mention that VR was somehow involved with the program, but no other specific threshold of VR involvement was required for inclusion in the study. A second reviewer read the full texts of articles with seemingly relevant programs and ultimately decided whether the article was relevant to the study. The database and website search yielded 757 potentially relevant articles, of which 38 received a full text review. Thirteen of the discovered articles were ultimately identified as being relevant to the study, but some of these articles discussed the same program. Together, the 13 articles described seven unique programs. Table 1. Program Target and Study Populations, Program Features and Partnering Organizations Program Name/Citation Target and Study Population Program Features Partnering Organizations Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students (CIRCLES) Povenmire-Kirk et al. (2015) High school students with disabilities in 48 schools across 15 counties/districts in North and South Carolina. The schools were evenly divided into treatment and control groups. Three coordinated teams delivered services: (1) Community-level team addressed policy issues and did not work directly with students; (2) School-level teams provided interagency services to students and their families; and (3) the individualized education program (IEP) team formalized transition and education goals in IEP. School districts and various other partner organizations, such as VR, public health and social service departments, advocacy groups, and other service providers Dual Enrollment with Individualized Supports (DEIS) Project Yamamoto et al. (2014) Students with intellectual disabilities at eight Hawaii public high schools. students participated in the program during its The participants received educational coaches who helped the participants engage in opportunities at local community colleges. The program also Hawaii public high schools, Hawaii’s VR agency, and other community agencies
Study2_IssueBrief_01.docx