The Role of Interagency Collaboration and Transition from High School for Youth with Disabilities: A Qualitative Study

Youth with disabilities continue to experience poorer postsecondary outcomes in education, employment, and independent living compared to their nondisabled peers. Despite federal mandates such as the Individuals with Disabilities Education Act (IDEA) and the Workforce Innovation and Opportunity Act (WIOA) emphasizing the importance of transition planning, there remains a gap in effective interagency collaboration to support these transitions. This qualitative study aims to examine the role of interagency collaboration in supporting students with disabilities and their transition into adulthood after high school graduation. This study utilized a multiple case study approach, using interviews, observations, and document analysis involving different stakeholders, including transition specialists, vocational rehabilitation counselors, and other professionals within a school district in East Central Florida. The findings of this study revealed a collective recognition of the importance of interagency collaboration in student transition success, but an overall lack of implementation across parties involved in transition planning. Key barriers included unclear roles and responsibilities, inconsistent communication, limited staff training, and a lack of coordinated accountability systems. This study contributes to existing literature by highlighting the persistent challenges and practical solutions for enhancing interagency collaboration. The results emphasize the need for structured collaboration models, ongoing professional development, and policy enforcement to ensure that collaboration in transition planning is truly prioritized. Implications for policy, practice, and future research are discussed, with the aim of improving transition outcomes and fostering inclusive, community-based pathways for youth with disabilities.