English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Students with disabilities face many difficulties in their transition to adulthood and are therefore supported by various individuals or organisations. Hence, a collaboration between family, school, health, and social services as well as other services is needed throughout this process. This narrative review aims to highlight important components of an exemplary transition coordination practice. The framework selected for this study is Kohler et al.’s  Taxonomy for transition programming 2.0  (KTTP), the most prevalent and well-described proposal we could find to elaborate and evaluate transition for students with disability from school to adult life. It includes a practice category named  inter-agency collaboration . We analysed the published studies included in this review and categorised relevant information within the items of the  inter-agency collaboration  category of the taxonomy. Overall, results show that collaboration through the transition process is deemed necessary but currently not fully implemented. To this end, collaboration training and the presence of a school transition team seem to be important contributing factors to improve inter-agency collaboration. Results are discussed in light of future research aiming to implement best practices with regards to school to adulthood transition of students with disabilities.

Inter-Agency Collaboration in the Transition from School to Adulthood of Students with Disabilities: A Narrative Review of the Literature